AC9SFI05: Share Science Ideas and Evidence

Make the evidence understandable

Share what you asked, predicted, observed or think. Point to a drawing, record or object that helps the listener follow. Foundation children can speak, point, draw or model; a long written report is not required.

Separate prediction from observation

A child predicted three leaves but observed two. They tell a partner only, “There were three.” How could they make the message accurate?

Choose a useful representation

You observed a leaf with three holes. Would an accurate labelled drawing or an unrelated colourful picture help a partner understand? Why?

Listen and ask about the evidence

A partner says, “This toy rolled.” What could you ask to understand the observation better?

Ready to move on

Show a simple observation record to a partner. Say what you noticed, then listen and respond to one question.

1. Show and tell evidence

Point to a photo, drawing or object and say one observation clearly.

2. Question-prediction-result

Share one short sentence for each part of an investigation.

3. Listen and respond

Listen to a partner, then say one thing you heard or one question you still have.

E1

sharing questions, making predictions and describing observations to others through discussions and circle groups

Teaching example: In a circle discussion, share a question, prediction or observation with a matching object or drawing. Invite a partner to ask about the evidence.

E2

recounting stories and posing questions about their own experiences learning about the natural world, such as when gardening or observing plants and animals at home or visits to conservation areas or centres

Teaching example: Recount a real gardening or nature experience and distinguish what was noticed from what the child still wants to find out.

E3

acknowledging and exploring First Nations Australians’ ways of communicating information about anatomical features of plants and animals

Teaching example: Use an authorised example from named Peoples and Country/Place to discuss how plant or animal features are communicated. Respect permissions and do not reproduce restricted designs or assign invented meanings.

E4

showing or describing how objects can be moved in different ways and responding to questions

Teaching example: Safely demonstrate a toy rolling or sliding, describe the movement and respond to a partner’s question about what happened.

E5

role-playing or showing how people use different equipment to make scientific observations

Teaching example: Role-play using a magnifying glass or camera, naming what the tool helps observe and showing a relevant record.

E6

representing external features of animals and plants using a range of materials such as blocks, modelling clay, craft materials or paper

Teaching example: Make a simple model of an observed plant or animal feature. Point to the represented part and explain what the model shows and leaves out.

E7

communicating questions, predictions and observations using posters, collages, digital displays, drawings or storyboards

Teaching example: Use a provided storyboard with Question / Prediction / Observation boxes. Draw or dictate each part and check that the observation matches the actual evidence.