What is an Animal?

Year Level

Foundation (Kindergarten) – English

Duration

45 minutes

Class Size

6 students

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Unit Context

This is Lesson 3 of 30 in the unit "Exploring Informative Texts" designed to introduce young learners to features of informative texts through engaging and developmentally appropriate content.

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Australian Curriculum Links (Version 9)

Learning Area: English Year Level: Foundation Content Descriptions:

• ACELA1430: Language Understand that texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience.
• ACELY1646: Literature Respond to texts and share feelings and thoughts about the events and characters.
• ACELY1652: Literacy Recognise that spoken, visual and written forms of communication can be structured in different ways, depending on the context and purpose.
• ACELY1655: Literacy Identify some features of texts including events and characters and retell events from a text.
• ACELY1660: Literacy Use familiar words and beginning writing knowledge to create short imaginative and informative texts.

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WALT (We Are Learning To)

Define what makes an animal.

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Success Criteria

• Students can name at least three characteristics that make an animal an animal.
• Students can recognise these characteristics both from pictures and discussion.
• Students can draw an animal of their choice and list its characteristics.

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Differentiation Strategies

• Use group discussions to allow varied input and peer learning for all abilities.
• Provide animal picture cards for visual and dyslexia-friendly support.
• Students who need more support can work with the teacher or aide on identifying characteristics.
• Advanced learners can extend by describing additional characteristics or habitats.

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Resources

• Animal picture cards (realistic and cartoon versions)
• Large chart paper or whiteboard
• Drawing materials: paper, crayons, markers
• Blank animal drawing template (optional)
• Labels or sticky notes
• Visuals of animals showing key features

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Lesson Outline

1. Engagement and Introduction (10 minutes)

• Greet the class and introduce the lesson topic: "What is an animal?"
• Activate prior knowledge by asking: "Can you name some animals you know?" Write their answers visibly.
• Show a container/bag with animal picture cards. Hold up a few cards randomly and ask: "Is this an animal? How do you know?"
• Use shared language: "Animals can move, eat, breathe, and have babies." Write these key words on the board/chart with pictures/icons next to each.

2. Exploration and Discussion (10 minutes)

• Show 3-4 different animal pictures; ask students what they notice about these animals.
• Guide discussion to focus on three main characteristics:

1. Animals move on their own.
2. Animals eat food to grow and live.
3. Animals breathe air.

• Use simple language and repetition: "Animals move. Can you move? Animals can move too."
• Use gestures or movement prompts to include kinesthetic learners.

3. Guided Practice – Sorting Activity (10 minutes)

• Give students animal picture cards and some cards of non-animals (plants, objects).
• In pairs or small groups, have students sort cards into “Animal” and “Not an Animal” piles.
• Walk around to support and ask prompting questions: "Why did you put this here? Does it move? Does it eat?"
• Celebrate correct sorting and gently correct misconceptions.

4. Independent Application – Drawing and Listing (10 minutes)

• Provide paper and drawing materials for students to draw their favourite animal.
• Underneath their drawing, help students write 2 or 3 characteristics that their chosen animal has, using sentence starters such as:
• "My animal can __."
• "My animal eats __."
• "My animal moves by __."
• Encourage the use of words or drawings depending on ability.
• Offer extension for advanced learners: Write or verbalise a simple sentence about where the animal lives.

5. Conclusion and Reflection (5 minutes)

• Invite students to share their drawings and one characteristic about their animal.
• Recap by repeating the three key characteristics of animals.
• Reinforce WALT and Success Criteria: "Today we learnt what makes an animal. We can now name three animal characteristics!"

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Assessment and Feedback

• Observe students during discussion and sorting activities to understand their comprehension.
• Review the drawing and written/listed characteristics to assess if students can identify key animal traits.
• Provide positive verbal feedback focused on the success criteria.

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Dyslexia-Friendly Adaptations

• Use animal picture cards with clear, simple images.
• Provide verbal instructions supported by gestures and visuals.
• Use large, clear fonts if writing on board or providing sentence starters.
• Allow drawing as an alternative to extensive writing.
• Use repetition and simple vocabulary.

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Extension Ideas for Advanced Learners

• Draw and describe an animal’s habitat or food.
• Create a simple oral presentation to the class about their favourite animal.
• Use descriptive language to add more details about animal behaviour.

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This lesson carefully aligns with the Foundation level Australian Curriculum (v9) English descriptors focused on understanding and using informative texts, recognizing text features, and developing oral and written communication skills in age-appropriate ways. It uses interactive, multisensory activities appropriate for young learners, provides differentiated support, and integrates dyslexia-friendly strategies to ensure accessibility and engagement.