Who’s That Predator?

Overview

In this first lesson of Solving the Possum Problem, students investigate visual clues linked to introduced predators. Working in pairs, they observe droppings, footprints, fur, remains and plant damage, then make and explain predictions using evidence.

Learning intentions

• WALT identify clues that reveal an introduced predator.
• WALT use evidence to make a reasonable prediction.
• WALT discuss ideas clearly with a partner and group.
• WALT listen carefully and revise thinking when new evidence appears.

Success criteria

• I can name evidence, such as footprints, fur or plant damage.
• I can make a prediction about the mystery animal.
• I can explain my prediction using “My evidence is…” and “This suggests…”.
• I can listen to another viewpoint and add to or change my thinking.

Curriculum links

• Reading: use visual and written information to identify key details and make inferences.
• Writing: record ideas clearly and use evidence to support an explanation.
• Oral language: contribute relevant ideas, listen actively and build on others’ responses.
• Critical thinking and citizenship: consider how introduced predators affect native plants and animals.

Lesson structure (30 minutes)

1. 0–3 minutes – Hook and purpose Open with the mystery predator hook. Show a close-up clue without naming the animal and ask: “What could have left this behind?” Students make a quick silent prediction, then share with a partner. Introduce the WALT and explain that scientists use evidence rather than guesses.

2. 3–7 minutes – Build the idea of evidence Use the evidence definition and clue examples to clarify that evidence is something we can observe that helps us work out what may have happened. Read the clue words aloud and briefly distinguish an observation (“I can see small marks”) from an inference (“An animal may have chewed the plant”). Record both examples on the board.

3. 7–17 minutes – Pair clue investigation Place students in six pairs. Distribute the mystery predator evidence sheet and return to the clue investigation instructions. Pairs examine the slideshow clues: droppings, footprints, fur, remains and plant damage. For each, they record what they notice, suggest an animal, and explain why. Encourage students to use the sentence frames: “I notice…” and “This might be… because…”.

4. 17–23 minutes – Compare predictions Show the clue comparison slides one clue at a time. Pairs share one prediction and their strongest piece of evidence. Invite the class to ask, “What makes you think that?” Accept differing predictions if they are supported by observations. Explain that a single clue may be uncertain, while several clues together can make a prediction stronger.

5. 23–27 minutes – Reveal and discuss Use the predator reveal and impact slides to identify the likely introduced predator: the brushtail possum. Discuss how possums can eat native plants, fruit, eggs and young birds, and compete with native species for food. Students return to their worksheet and add one sentence: “The strongest clue was… because…”.

6. 27–30 minutes – Plenary and check Display the final reflection prompt. Each student tells a partner one clue and explains what it suggests. Select two or three students to share. Collect worksheets, checking whether students named evidence and connected it logically to a prediction.

Resources

• the “Who’s that introduced predator?” slideshow
• the mystery predator evidence sheet
• Projector or interactive display
• Whiteboard and markers
• Pencils and coloured pencils
• Optional printed photographs of clues for students who benefit from handling enlarged visuals
• Timer

Assessment

• Listen during pair talk for accurate observation vocabulary and evidence-based predictions.
• Check worksheets for a named clue, a plausible prediction and an explanation linking the two.
• During the plenary, note which students can explain why one clue is stronger or more useful than another.

Differentiation

• Provide the slideshow and worksheet in a dyslexia-friendly format: clear sans-serif font, large text, high contrast, generous spacing and limited text per page.
• Read all clue descriptions and instructions aloud. Offer enlarged photographs, icons and a word bank including droppings, footprint, fur, remains, damage, evidence, prediction.
• Pair students thoughtfully and allow partner rehearsal before whole-class sharing. Provide sentence frames: “I notice…”, “I predict…”, and “My evidence suggests…”.
• For students needing additional support, reduce the number of clues and offer two possible animal choices. Extension learners rank the clues from strongest to weakest and justify their order using the quality and amount of evidence.