Worked example
Observation: The toy car rolled 8 hand spans. Record: car A — 8 hand spans — smooth floor. This gives more evidence than only writing “it went far”.
Learning goals
Scientists record what they observe so evidence is not forgotten. Year 1 students can use drawings, words, counts, informal units or digital tools.
Learning routine: Observe → Measure informally → Record → Check detail → Share
Success looks like
- Observe carefully
- Record evidence
- Use informal measurements
- Choose record type
- Share details
Concept model and worked application
Record observations in a useful way
drawingwordstallyblocksphoto
Informal measurement can use blocks, hand spans, steps or other equal units.
Choose a record that matches the observation
height → blockssound → wordsnumber → tallychange → before/after
The record should help someone else understand what was observed.
Explain your thinking: Say what each part of the model represents, then explain why the answer or conclusion follows.
Record what you observe, including the unit
Make and record observations and informal measurements accurately.
Worked example
A toy car rolls a distance of 7 equal blocks. How should this be recorded?
- Place equal blocks end-to-end along the distance from the marked start to the car's stopping place.
- Count seven blocks and record ‘7 blocks’, not just ‘7’.
- Add a labelled drawing or table entry so another person can understand what was measured.
Watch for this mistake: ‘It went far’ is hard to compare with another result. A recorded distance with the same unit gives clearer evidence.
Try it, then explain
One result says 5 hand spans and another says 5 paper clips. Are the distances necessarily equal?
Hint
Compare the units, not only the number.
Answer and explanation
No. The units have different lengths.
A leaf has three brown spots. Is ‘three brown spots’ an observation or a prediction?
Hint
Was it seen, or expected before looking?
Answer and explanation
An observation, because it describes what was seen.
Australian Curriculum elaborations
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
E1
exploring what an observation is, and different ways to make observations through guided discussion
Try and explain: Which is an observation: ‘The leaf has three holes’ or ‘An insect ate it last night’?
Answer and teaching point
‘The leaf has three holes’ describes something seen. The insect statement suggests an explanation that needs further evidence.
E2
counting and using informal measurements such as cups, handspans, walking paces, blocks, pencil lengths or lengths of string
Try and explain: A toy travels the length of seven identical blocks placed end-to-end. How should the distance be recorded?
Answer and teaching point
Seven blocks. Include the informal unit and check that there are no gaps or overlaps between blocks.
E3
making suggestions about types of measurements that may be made during an investigation, including using blocks to measure plant growth or paces to measure how far an object has moved
Try and explain: To compare two seedlings' heights, should you count their leaves or measure from the soil to the top using the same blocks?
Answer and teaching point
Measure their heights using the same-sized blocks and the same start and end points. Leaf count answers a different question.
E4
recording observations through text, drawing, counts, informal measurements, digital photography or video
Try and explain: A class photographs a seedling on Monday and Friday. Which labels make the photographs more useful as a record?
Answer and teaching point
Add the plant identity, dates and a consistent size reference where possible. This helps readers identify what changed and when.
Common misconceptions and traps
- Memory only — Write, draw or count during the investigation.
- Unequal units — Use similar informal units end-to-end or consistently.
- Record lacks detail — Include what changed, how much, or what was noticed.
Guided learning activities
Before and after
Record an object before and after a push, pull or change.
Model: before / after
Informal measure
Measure a plant or object using equal informal units.
Model: 6 blocks long
Best record
Choose drawing, tally, words or photo for different observations.
Model: Which record fits?
Revision Notes
Key idea: Scientists record what they observe so evidence is not forgotten. Year 1 students can use drawings, words, counts, informal units or digital tools.
Remember
- Observe carefully
- Record evidence
- Use informal measurements
- Choose record type
- Share details
Quick questions
- Name two ways to record observations.
- What is an informal measurement?
- Why should observations be recorded?
- When might a photo help?
Return to the concept model if an answer is uncertain. Use the model to explain, not just to guess.
Official curriculum reference
AC9S1I03: make and record observations, including informal measurements, using digital tools as appropriate
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 — Record details accurately in a field journal using drawings and words.
As you watch: How is a scientific drawing different from an invented picture?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Draw one plant carefully and label two things you can actually see. Add the date and one observation.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for Making and recording observations
Mapped skill: make and record observations, including informal measurements, using digital tools as appropriate
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 | AC9S1I03 · Year 1 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Science | VC2S2I03 · Foundation–Level 2 |
| New South Wales | NSW Science and Technology K–6 Syllabus (2024) | ST1-DAT-01 + 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: AC9S1I03 — Making and Recording Observations
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