Hello, my name is Mrs. Mehrin, and I'm so excited to be learning with you today.

Today we are going to be learning all about introducing observable characteristics.

Let's begin.

Welcome to today's lesson from the unit, "Living Things and the Environment".

Your learning outcome today is I can group objects using observable characteristics.

I'm really looking forward to learning with you, but I know that sometimes learning can be a little bit challenging.

But that's okay because it just means that we are going to work really hard together, and we are going to learn lots of fabulous new things.

So here are your four keywords for today.

You also have the definition next to it.

Now I am going to be referring to these throughout today's lesson.

However, if you find it helpful, you can pause the video here, and jot these down.

Fabulous, well done.

Now your learning is split into two parts today.

Let's begin with the first one: observable characteristics.

Now we often organise objects by putting them into groups.

Can you think of any ways we might group objects? I'll give you five seconds to think about your answer.

Fabulous, well done.

So we organise books, for example, into groups in libraries.

Books are grouped by age group, by topic, and by authors.

This helps us to find books we want quickly and more easily.

Now humans are often organised into groups.

Andeep says, "At school we are grouped into different classes.

All the children in each class are grouped by age." Jacob says, "We are also grouped by what we eat, school dinners or packed lunches." Now being in a club is like belonging to a group where all the people in that group have something in common.

Sofia says, "All the children in chess club love playing chess, so we have that in common." Which groups do you share things in common with? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So Andeep says, "We organise anything we like into the same group." Jacob says, "We create groups based on what objects have in common." Izzy says, "We organise objects that are different to each other in the same group." Who do you agree with? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done.

So it's Jacob who's correct.

We create groups based on what objects have in common.

Now here are all the children in the chess club group.

So we've got Sofia, Alex, Izzy, Laura, Jun, Jacob, and Sam.

And they can be organised into smaller groups based on what they have in common.

Now we can observe the children and group them by features they have in common, and we call these features observable characteristics.

Now observable characteristics are the features of living things that we can observe.

So this can include information about colour, size, shape, or structure.

And Andeep says, "I have grouped these children by size.

Group one has shorter children, and group two has taller children." Now which of these are observable characteristics of an object? Is it A, its colour, B, how much it costs, C, its shape, or D, its size.

So which of these are observable characteristics of an object? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done.

It's A, C, and D, because you can see these characteristics, you can observe them.

Now observable characteristics help us to sort objects into common groups.

Now what do you observe that the children in each group have in common? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So this group all have light-colored hair in common.

And this group all have dark-colored hair in common.

Could you group them using a different observable characteristic? I'll give you five seconds to think about your answer.

Off you go.

So another way that you could group them could be based on who wears glasses and who doesn't.

You could also do it based on height like we've already seen.

You could also do it based on who is wearing a skirt, who is wearing trousers.

So there's lots of different ways that you could group these children based on the observable characteristics.

So which of these characteristics can be observed? Aisha says, "My name is Aisha." Alex says, "I have curly hair." Izzy says, "I have brown eyes." And Jacob says, "I like chocolate." So which of these characteristics can be observed? Remember what that word observed means? Okay, I'll give you five seconds.

Off you go.

Fantastic, well done.

So Izzy and Alex have characteristics which can be observed.

Now true or false? Observable characteristics help us to sort objects into common groups.

Is that true or false? I'll give you five seconds to think about your answer.

Fabulous, well done.

The answer is true.

Now let's see if you can justify your answer.

So is it because A, features we observe can tell us what is the same and what is different, and B, features we observe can tell us what type of report to write? I'll give you five seconds to think about your answer.

Well done, the answer is A.

Now here is your first task for today.

It says, group the children in your class or the children from Sofia's chess club on the next slide in different ways using observable characteristics.

So Jacob is reminding us that observable characteristics can include information about colour, size, shape, or structure.

Those things that you can see.

So here are the children in Sofia's chess club.

So I'd like you to pause the video here, and have a go at doing this activity.

And you can rewind the video as well.

Just have a look at Sofia's chess club, if that is the group that you are going to be using.

Okay, so I'd like you to pause the video here now, and have a go.

Off you go.

Fabulous, well done.

So you may have grouped the children like this.

So you've got boys and girls, curly hair or straight hair, dark hair and light hair.

So lots of different ways that you could have grouped them.

Now we are on to the second part of our learning today, which is using diagrams to record groups.

Now we can use different types of diagram to represent objects belonging to different groups.

What types of diagrams do you know? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done.

So you've got things like a Venn diagram and a Carroll diagram, which are both ways of presenting objects belonging to more than one common group.

So a Venn diagram is made up of overlapping circles like this one here, and objects placed where the circles overlap have features that are in common, whilst objects in circles are not overlapping do not have anything in common.

So these shapes have straight sides in common, and these shapes have curved sides in common, and this shape has straight and curved sides.

And a Carroll diagram is used to organise objects into four groups.

The left side and the top of the diagram show the features that some of the objects may have in common.

So like this.

So here we can see shapes that have more than three sides and have straight sides.

Here we have shapes that have straight sides, but three sides or fewer.

In this box here, we have shapes that have curved sides, and three sides or fewer.

And we can also see that there is nothing in the curved sides with more than three sides.

So that one would remain blank.

Now let's do a quick check-in of your learning.

It says, which of these is a Carroll diagram? Is it A, B, or C? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done, the answer is C.

Now here we have a Venn diagram and it says, wearing a T-shirt or wearing a hoodie, and Sofia uses a Venn diagram to record groups that have clothing in common.

So we have three children here on this side who are wearing a T-shirt, and we have four children on this side who are wearing a hoodie.

And then in the middle, we will have any children who are wearing a T-shirt and a hoodie.

So here we have one child who's wearing a T-shirt and a hoodie.

So she has a commonality between both of these groups.

Now Laura uses a Carroll diagram to record groups based on their foot size and their height.

So here we have two children who have size one feet or smaller, and they are shorter than 1.

1 metres.

We have somebody who has size 1.

5 feet or larger who is shorter than 1.

1 metres.

Then we've got someone who has size one feet or smaller and is taller than 1.

1.

And someone who has size 1.

5 feet or larger and is taller than 1.

1.

Laura has size two feet and is 1.

14 metres.

Where would you group her in the Carroll diagram? So she's got size two feet and is 1.

14 metres tall.

So where would she go in this Carroll diagram? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So she would go here.

Now let's do a quick check-in of your learning.

Which statements is true about Venn and Carroll diagrams? A, they are used to present objects that do not have anything in common.

B, they are only used to present objects belonging to only one common group.

Or C, they can be used to present objects belonging to more than one common group.

I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done, it's C.

Now here is task B.

It says, record the groups you created in task A using a Venn diagram.

So I'd like you to pause the video here, and have a go at doing this.

Off you go.

Fantastic, well done.

Now I'd like you to do the same thing, but record your groups created in task A using a Carroll diagram.

Off you go.

Fabulous, well done.

So let's have a look.

It says, "I used a Venn diagram to group children into blue eyes and brown eyes.

No one was in the overlapping section as no one had a blue eye and a brown eye!" This person says, "I used a Carroll diagram to group children into those with light or dark hair, and those with straight or curly hair." Did you choose similar or different observable characteristics? Now we are onto the summary of our learning today, and it says, objects can be organised into groups based on what they have in common.

Observable characteristics can include information about colour, size, shape, or structure.

Observable characteristics help us to sort objects into common groups.

A Venn diagram and a Carroll diagram are ways of presenting objects belonging to more than one common group.

Well done for your hard work today.

You've worked really well, and you've grouped things fantastically.

So well done.