Students watch and listen to the Adorable Baby Foxes video on YouTube. At the end of the video, ask the students:
- If you compare the baby foxes with their mother, what is similar?
- If you compare the baby foxes with their mother, what is different?
- Apart from how they look, are there other differences?

Students watch and listen to the Baby King of the Jungle video on YouTube. Display the Comparing a Lion Cub with an Adult Lion Template on the board. Discuss the features which remain the same for the cub and the adult (skin covering, number of legs, ears, tail) and any differences in their appearance. Record these on the template. Also, discuss the similarities and differences in behavior at these two life stages.
Allow the students to brainstorm with a partner other animals which resemble their parents. Allow each pair to share their ideas with the rest of the class.
Review the term 'hypothesis'. Suggest and discuss the following hypothesis: Young animals look like mini-versions of their parents. At this point, if it is suggested that some young animals do not resemble the adults (such as a frog), then allow debate that the hypothesis is incorrect. However, if the hypothesis is not challenged at this point, there will be further opportunity to test it in a later lesson.

Display and discuss the Female, Male and Baby Animals Sorting Activity. Explain that some animals have special names for the female, male and baby. Read the instructions on the worksheet to ensure that students complete the activity in the correct sequence. (Note: There are two versions of this worksheet. One version has the name and picture of the adult animal, the second version simply has the name of the adult animal with no visual cue.)
Provide the students with their own copy of the worksheet. Monitor and support the students as they independently complete the sorting activity. Once the students have finished, discuss the answers as a class.

To revise the observable features of animals and the names of adults and babies, play a game of '20 Questions'. Choose a student to sit at the front of the class where they cannot see the name of an animal written on the board. This student has 20 questions in which to identify the animal. The questions they ask must focus on the observable features of the animal. A mixture of male, female and baby names which were not included in the sorting activity could be used.