Year 1 Science · AC9S1I03
Scientists record what they observe so evidence is not forgotten. Year 1 students can use drawings, words, counts, informal units or digital tools
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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
Informal measurement can use blocks, hand spans, steps or other equal units.
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”.
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.
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”.
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?
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
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’?
‘The leaf has three holes’ describes something seen. The insect statement suggests an explanation that needs further evidence.
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?
Seven blocks. Include the informal unit and check that there are no gaps or overlaps between blocks.
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?
Measure their heights using the same-sized blocks and the same start and end points. Leaf count answers a different question.
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?
Add the plant identity, dates and a consistent size reference where possible. This helps readers identify what changed and when.
Make and record observations and informal measurements accurately.
A toy car rolls a distance of 7 equal blocks. How should this be recorded?
Watch for this mistake: ‘It went far’ is hard to compare with another result. A recorded distance with the same unit gives clearer evidence.
One result says 5 hand spans and another says 5 paper clips. Are the distances necessarily equal?
Compare the units, not only the number.
No. The units have different lengths.
A leaf has three brown spots. Is ‘three brown spots’ an observation or a prediction?
Was it seen, or expected before looking?
An observation, because it describes what was seen.
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.
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.
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
AC9S1I03: make and record observations, including informal measurements, using digital tools as appropriate
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