What students learn in AC9S1I04
This unit helps students build a clear, usable understanding of Sorting data and representing patterns. The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: sort and order data and information and represent patterns, including with provided tables and visual or physical models.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- using pictographs featuring drawings or digital photographs and tables of measurements to document patterns of growth of plants using digital photography to show how pushes and pulls affect the shape of an object and sorting images into before and after columns of a table
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: sort and order data and information and represent patterns, including with provided tables and visual or physical models
- E1: using pictographs featuring drawings or digital photographs and tables of measurements to document patterns of growth of plants
- E2: using digital photography to show how pushes and pulls affect the shape of an object and sorting images into before and after columns of a table
- E3: using drawings or digital photographs to document changes in weather over a series of days or weeks
- E4: ordering images of seasonal changes across the year
- E5: using graphic organisers to sort data into groups, such as plants and animals, or objects around the home that need a push or pull force to work
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9S1I04 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Describing what is seen without connecting it to a question, pattern or prediction.
- Using everyday words only and missing simple scientific vocabulary.
- Changing more than one thing in an investigation, which makes the comparison unfair.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9S1I04 — sort and order data and information and represent patterns, including with provided tables and visual or physical models |
| Victoria | Victorian Curriculum F-10 | Year 1 Science: closest match in Processing, modelling and analysing. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 1 Science: closest content focus for Sorting data and representing patterns and related outcomes. |
| United States | Common Core / NGSS | Grade 1 NGSS science closest topic match for Sorting data and representing patterns. |
| England / UK | National Curriculum | Key Stage 1 / Year 1: closest programme-of-study match for Sorting data and representing patterns. |
| Canada | Provincial and territory curricula | Grade 1 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 1 Science: closest achievement-objective topic for Sorting data and representing patterns. |
| India | NCERT / CBSE | Class 1 closest NCERT/CBSE topic match for Sorting data and representing patterns. |