You will learn
- Look closely at an object.
- Use senses to describe it.
- Tell about colour, shape, size and feel.
- Compare two objects.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Observing means looking closely.
- Use your senses.
- Notice colour, shape, size and feel.
- Compare to find alike and different.
Words to know
look closely
sight, hearing, touch, smell and taste
tell how things are alike and different
a small piece of information
1. Discover: Look closely
Ama holds a leaf. “It is green. It is flat and thin. It has lines on it. It feels smooth. It smells fresh.” Kofi holds another leaf. “Mine is yellow and bigger!” They have observed the leaves closely.
Think: What can you notice about a leaf?
2. Understand: Observing
Idea 1: Look closely
To observe is to look carefully and notice details.
Idea 2: Use senses
Use sight, touch, smell and hearing (and taste only when it is safe and an adult says so).
Idea 3: Compare
Compare two objects: How are they alike? How are they different?
3. Worked examples
Example 1 (I show you): Colour
What colour is the leaf?
- Look.
- Say.
Answer: green
Example 2 (We do it together): Feel
How does the leaf feel?
- Touch it.
- Say.
Answer: smooth
Example 3 (You try): Compare
How are the two leaves different?
Show the steps and answer
- Look at colour and size.
- Say it.
Answer: one is green, one is yellow and bigger
Did you know?
Scientists observe carefully and write down what they notice.
Why this matters
Careful observing helps you learn about the world and describe it well.
4. Explore: Mystery bag
Observe an object.
- Pick an object.
- Look at it closely.
- Describe colour, shape, size and feel.
- Draw it.
Think about it: what did you notice?
You can observe and describe objects.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I observe a ___.
- It is ___ and ___.
- It feels ___.
- They are alike because ___.
Guided practice
Question 1. What colour is the leaf?
green
Question 2. How does it feel?
smooth
Question 3. How are the two leaves different?
colour and size
Independent practice
Level 1: Start
- To observe is to look ___.
- We use our ___ to observe.
- A leaf is usually ___.
- Does a leaf feel smooth or loud?
- Compare means to tell how things are alike and ___.
Level 2: Grow
- Describe a pencil.
- Describe a cup.
- Compare a ball and a box.
Level 3: Stretch
- Observe an object and write three sentences.
- Why observe closely?
- Ayo only looks quickly. Is that careful observing?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Observe a fruit at home and describe it.
Show a sample answer
The orange is round, orange and bumpy.
Another one. Draw an object and label its parts.
Show a sample answer
A drawing of a leaf.
7. Common mistakes
Fix: Look carefully.
Fix: Use more than one.
8. Lesson summary and revision card
- I can look closely.
- I can use my senses.
- I can describe colour, shape, size and feel.
- I can compare objects.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Observing is looking closely.
- Use your senses.
- Notice details.
- Compare things.
11. Next lesson
Next lesson: Describing pictures. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What does observe mean? [1 mark]
- Name three senses we use to observe. [3 marks]
- Describe a leaf in two sentences. [2 marks]
- Compare a ball and a box. [2 marks]
- Explain why we observe closely. [3 marks]
Total: 11 marks.
Marking guide and model answers
- look closely [1]
- three valid senses [3]
- colour, shape or feel [1]; a second detail [1]
- one way alike or different [1]; another [1]
- to notice details [1]; to learn [1]; to describe well [1]
Score guide: 10 to 11 = secure. 7 to 9 = nearly there, revise the parts you missed. Under 7 = work through the lesson again with a grown-up.
Printable worksheet
- To observe is to look ___.
- We observe with our ___.
- A leaf is ___.
- A leaf feels ___.
- Compare means alike and ___.
- Describe a cup.
- True or false: observing means looking quickly.
- True or false: we use our senses.
- Draw an object and label it.
- Compare two objects.
Homework
Observe two objects at home and tell how they are alike and different.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To observe is to look ___. | closely | 1 |
| 2. We observe with our ___. | senses | 1 |
| 3. A leaf is ___. | green | 1 |
| 4. A leaf feels ___. | smooth | 1 |
| 5. Compare means alike and ___. | different | 1 |
| 6. Describe a cup. | round, hollow… | 1 |
| 7. True or false: observing means looking quickly. | false | 1 |
| 8. True or false: we use our senses. | true | 1 |
| 9. Draw an object and label it. | a labelled drawing | 1 |
| 10. Compare two objects. | a valid comparison | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 closely; 2 senses; 3 green; 4 smooth; 5 different. Level 2: 1 long, thin, wooden…; 2 round, hollow…; 3 a ball is round, a box has corners. Level 3: 1 three sentences; 2 to notice details; 3 no, look closely.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Look closely at an object | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Use senses to describe it | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Tell about colour, shape, size and feel | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Compare two objects | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Looking too quickly. Look carefully.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use a magnifying glass and one sense at a time.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child looks closely at everyday objects. You do not need to be an expert to help.
- Look closely together.
- Ask: what do you notice?
- Praise detail.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: look closely at an object; use senses to describe it; tell about colour, shape, size and feel; compare two objects.
Prerequisite knowledge. Asking questions.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Show a leaf and ask what learners notice.
Explanation (10 min). Teach observing.
Guided activity (10 min). Practise mystery bag.
Independent activity (10 min). Learners share their observations.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What do you notice? How is it alike or different?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use one sense at a time. Extension. Make an observation chart.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Looking too quickly. Look carefully.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 11-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use a magnifying glass and one sense at a time. Enrichment. Make an observation chart. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Writing; Grade 1 » Reading: Informational Text; Grade 1 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.1.7 and SL.1.4 (describe people, places, things, and events with relevant details); Cambridge Primary English Stage 1 (speaking and listening, enquiry). These sources informed the lesson.