Year 1 Science · AC9S1H01
People use science every day when they observe patterns, make predictions and choose safe or useful actions
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People use science every day when they observe patterns, make predictions and choose safe or useful actions.
Learning routine: Notice problem → Observe pattern → Predict → Choose action → Explain
Observation plus pattern helps us predict and choose an action.
Patterns help us predict what may happen next.
Question: Why might someone take an umbrella after seeing dark clouds? They use the observed weather pattern to predict rain and choose a useful action.
Name the pattern, say what you predict, then explain why it matters.
Explain your thinking: Say what each part of the model represents, then explain why the answer or conclusion follows.
Worked example Question: Why might someone take an umbrella after seeing dark clouds? They use the observed weather pattern to predict rain and choose a useful action.
Weather decision Use signs in the sky or forecast symbols to choose what to wear or carry. Model: clouds → rain? → umbrella
Shadow pattern Observe shadows at two times and predict what may happen later. Model: morning shadow ≠ afternoon shadow
Home science List times people use science at home, school or outdoors. Model: cook • clean • garden • travel
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
learning from farmers, bush care volunteers, gardeners or nursery owners about how they observe the needs of plants, and how they have designed or managed habitats to meet those needs
Try and explain: A gardener notices seedlings leaning towards a window. How could that observation guide care?
The gardener can check whether the plants receive suitable light and adjust their position. Observations inform a care decision.
identifying ways that science knowledge is used in the care of the local environment and suggesting ways local gardens or parks could better meet the needs of native animals
Try and explain: A garden has very little shelter for small animals. Suggest one feature to discuss with a local habitat expert.
For example, suitable local plants or sheltered spaces. Explain which animal need the feature could meet and check its suitability for that place.
investigating how First Nations Australians use science to meet their needs, such as food and water supply and shelter
Cultural safety: Use a community-approved source, name the specific Nation or community where the source does, and avoid presenting diverse First Nations knowledges as one generic tradition. Follow local cultural and intellectual property protocols before inviting community participation.
recognising how First Nations Australians use changes in the landscape and the sky to answer questions about when to gather certain resources
Cultural safety: Use a community-approved source, name the specific Nation or community where the source does, and avoid presenting diverse First Nations knowledges as one generic tradition. Follow local cultural and intellectual property protocols before inviting community participation.
learning from local ecologists or wildlife carers about native animals’ needs and how they observe animal behaviour to design supports for them to meet those needs, such as building frog and insect hotels and nesting boxes or recycling materials to provide habitat
Try and explain: A wildlife carer observes where an animal rests before designing a shelter. Why observe first?
The animal's behaviour gives evidence about the kind of shelter it uses. A useful design should respond to the animal's needs.
sharing examples of how they have used science knowledge at home, such as by listening to or viewing weather forecasts or observing weather patterns when planning family events or outings, or wearing appropriate clothing for the season
Try and explain: A family sees a forecast of strong rain before a picnic. How are they using science if they change the plan?
They use information about likely weather to predict conditions and make a practical decision.
identifying how we use pushes and pulls when preparing meals, and the tools that help us push or pull objects
Try and explain: When stirring a bowl with a spoon, how do pushes help move the mixture?
The hand moves the spoon, and the spoon pushes the mixture along. The tool helps transfer the applied force.
exploring how engineers use knowledge of forces to create new playground equipment or toys
Try and explain: An engineer tests a toy with a gentle push and then a stronger push. What could the results help them decide?
The results can help them predict how the toy moves under different pushes and improve its design for its intended users.
Connect an observed pattern to an everyday decision and check the result.
A gardener notices that a pot's soil is often dry after warm, windy days. How could this observation help?
Watch for this mistake: A pattern supports a prediction; it does not guarantee that every future event will be identical.
A family sees that washing usually dries faster in moving air. How could they use this pattern?
Choose an action connected to the observation.
Place washing where air can move around it, then check whether it dries.
Why should the gardener check the soil rather than water only because the day was warm?
Other conditions may also affect the soil.
The soil might still be wet, for example after rain or recent watering.
Key idea: People use science every day when they observe patterns, make predictions and choose safe or useful actions.
Return to the concept model if an answer is uncertain. Use the model to explain, not just to guess.
Use the Practice Sheet for written or hands-on work, Practice for supported feedback, and Test when the student is ready to demonstrate independent mastery.
People use science every day when they observe patterns, make predictions and choose safe or useful actions.
Learning routine: Notice problem → Observe pattern → Predict → Choose action → Explain
AC9S1H01: describe how people use science in their daily lives, including using patterns to make scientific predictions
Explore optional teaching slide packs for classroom lessons and explanations at home.
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