Worked example
Question: Which object rolls farther? Safe procedure: use the same ramp, roll one object at a time, stand back, measure the distance, then record the result.
Learning goals
Investigations need safe, clear steps. Students should know what to do, what not to do and how the procedure tests the prediction.
Learning routine: Question → Safety check → Steps → Test prediction → Report
Success looks like
- Suggest safe steps
- Follow procedures
- Test predictions
- Use equipment carefully
- Work in order
Concept model and worked application
A safe procedure is a set of clear steps
1 ask2 check safety3 test4 observe5 pack away
Safe steps help everyone test the same question without guessing or rushing.
Connect the step to the prediction
predictionprocedureobservation
If the procedure does not test the prediction, change the steps before starting.
Explain your thinking: Say what each part of the model represents, then explain why the answer or conclusion follows.
A useful investigation begins with safe steps
Suggest and follow a safe sequence to test a prediction.
Worked example
A class will compare how a toy car rolls on two surfaces. What should they do before releasing it?
- Use a low, stable ramp and check with the teacher that the space is safe.
- Clear the path and keep fingers, feet and faces away from the moving car.
- Agree on the starting point and release the car without an extra shove. Repeat the agreed procedure on the other surface.
Watch for this mistake: A safety rule should match the actual investigation. ‘Be careful’ is less useful than naming the action that prevents a problem.
Try it, then explain
Why should a low ramp be secured before a toy car is released?
Hint
Think about what might move unexpectedly.
Answer and explanation
So the ramp does not slip or collapse during the test.
A student wants to test a rolling object near a stairway. What safer location could be used?
Hint
Choose a clear, level area with boundaries.
Answer and explanation
A clear floor area away from stairs, roads and other people, with teacher supervision.
Australian Curriculum elaborations
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
E1
suggesting ways to conduct investigations safely, including being sun safe, using age-appropriate equipment such as plastic goggles and aprons, or following teacher instructions promptly
Try and explain: Before an outdoor observation, the teacher gives sun-safety instructions. When should these be followed?
Answer and teaching point
Before going outside and throughout the activity. Preparing first is part of a safe procedure, rather than a step to remember afterwards.
E2
following steps in a guided investigation to determine how different objects move when pushed or pulled
Try and explain: Put these steps in order: record the distance, place the toy at the start, gently push the toy along the clear track.
Answer and teaching point
Place it at the start, gently push along the track, then record the distance travelled. Follow the teacher's agreed method.
E3
exploring different ways of investigating science questions through guided discussion
Try and explain: Would watching birds or pushing a toy be the better method for investigating how birds find shelter? Why?
Answer and teaching point
Watching birds in their environment is relevant to the question. The toy activity cannot provide evidence about bird shelter.
E4
suggesting steps for setting up and packing away equipment
Try and explain: A group finishes measuring with blocks. What should it do before leaving the area?
Answer and teaching point
Record the results, return the equipment to its agreed place and clear the workspace as instructed so the next group can use it safely.
Common misconceptions and traps
- Starting before safety — Read or suggest safety steps before touching equipment.
- Steps out of order — Put the procedure in sequence before testing.
- Procedure does not test prediction — Match each step to the question being investigated.
Guided learning activities
Safety sort
Sort investigation actions into safe and unsafe choices.
Model: walk with equipment / run with equipment
Step builder
Put mixed investigation steps into a sensible order.
Model: ask → safety → test → observe
Prediction check
Decide whether a procedure actually tests the prediction.
Model: Does this step answer the question?
Revision Notes
Key idea: Investigations need safe, clear steps. Students should know what to do, what not to do and how the procedure tests the prediction.
Remember
- Suggest safe steps
- Follow procedures
- Test predictions
- Use equipment carefully
- Work in order
Quick questions
- Name one safe investigation rule.
- Why should steps be in order?
- What should you do before touching equipment?
- How do procedures help test predictions?
Return to the concept model if an answer is uncertain. Use the model to explain, not just to guess.
Official curriculum reference
AC9S1I02: suggest and follow safe procedures to investigate questions and test predictions
Practice, test and teacher resources
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.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: Be a Field Scientist!
SciShow Kids — Prepare a simple observation activity with a grown-up and appropriate materials.
As you watch: What does Jessi take outside, and who comes along?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: With a grown-up, plan where to look, what to record and how to stay safe. Observe a plant without tasting or picking it.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for Safe investigation procedures
Mapped skill: suggest and follow safe procedures to investigate questions and test predictions
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9S1I02 · Year 1 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Science | VC2S2I02 · Foundation–Level 2 |
| New South Wales | NSW Science and Technology K–6 Syllabus (2024) | ST1-PQU-01 · Stage 1 |
| United States (USA) | Next Generation Science Standards (NGSS) | Grade 1 |
| Canada (Ontario) | Ontario Curriculum — Science | Grade 1 |
| United Kingdom (England) | National Curriculum in England — Science | Year 2, Key Stage 1 |
| India | NCERT / CBSE — Science | Class 1 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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Topic reference: AC9S1I02 — Safe Investigation Procedures
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