Year 1 Science · AC9S1I02

Safe Investigation Procedures

Investigations need safe, clear steps. Students should know what to do, what not to do and how the procedure tests the prediction

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Learning goalsSay it simply

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
Key conceptTeach from the board

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.

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.

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.

Clean visual examplesOne-page board

Clean one-page examples

AC9S1I02 - Safe Investigation Procedures
Example 1

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.

Example 2

Safety sort Sort investigation actions into safe and unsafe choices. Model: walk with equipment / run with equipment

Example 3

Step builder Put mixed investigation steps into a sensible order. Model: ask → safety → test → observe

Example 4

Prediction check Decide whether a procedure actually tests the prediction. Model: Does this step answer the question?

Curriculum examplesCurriculum examples

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.

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?

  1. Use a low, stable ramp and check with the teacher that the space is safe.
  2. Clear the path and keep fingers, feet and faces away from the moving car.
  3. 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

  1. 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.

  2. 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.

Questions and answersWith answers

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.

Practice and reviewReady for practice
  • 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.
Curriculum alignmentStart here

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
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