Year 1 Science · AC9S1I05
After an investigation, scientists compare what they predicted with what they observed, listen to others’ observations and consider whether the investigation was fair
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After an investigation, scientists compare what they predicted with what they observed, listen to others’ observations and consider whether the investigation was fair.
Learning routine: Read prediction → Compare observation → Check fairness → Ask next question
A different result is not failure. It gives evidence and can lead to a new question.
Prediction: the big ball will roll farther. Observation: the small ball rolled farther. Comparison: my prediction was different, so I need to look at the evidence and ask why.
Fairness helps observations answer the question properly.
Explain your thinking: Say what each part of the model represents, then explain why the answer or conclusion follows.
Worked example Prediction: the big ball will roll farther. Observation: the small ball rolled farther. Comparison: my prediction was different, so I need to look at the evidence and ask why.
Prediction check Compare a prediction with what happened and label same or different. Model: predicted / observed
Fair or not fair Judge simple investigation examples and explain what should stay the same. Model: same ramp? same car?
Next question Use an unexpected result to ask a new question. Model: What could we test next?
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
comparing observations with those of others, such as how many birds each group counted in the playground or how much each group’s seedling has grown in a week
Try and explain: Two groups count five and seven birds. Before deciding who is correct, what should they compare?
Compare where and when they counted, how long they watched and whether birds moved or were counted twice. Different observations do not automatically mean carelessness.
consulting with First Nations Australians to compare observations and evaluate identifications of animal tracks
Cultural safety: Use a community-approved source, name the specific Nation or community where the source does, and avoid presenting diverse First Nations knowledges as one generic tradition. Follow local cultural and intellectual property protocols before inviting community participation.
exploring if making weather observations at different times of day makes a difference and considering how they could compare weather across each day more fairly
Try and explain: One day's weather is observed at 8 am and another day's at 2 pm. How could the comparison be made more consistent?
Observe at the same time and place on each day, or clearly record time as part of the comparison. Time of day may affect the conditions.
comparing observations of movement with predictions, such as how far an object travels
Try and explain: You predict a toy will roll six blocks. It rolls four. What should your report say?
Report the prediction of six and the observation of four separately. Do not change the result to match the prediction; ask what might explain the difference.
exploring if all ‘big’ pushes are the same by comparing how far an object travels with different students doing the pushing, and discussing how they could have made the investigation fairer
Try and explain: Two children both call their pushes ‘big’, but the toy travels different distances. What makes the comparison uncertain?
‘Big’ does not specify an equal push. With teacher guidance, use a more repeatable method and keep the other relevant conditions alike.
Compare results with predictions and notice whether an investigation was fair.
You predict a car will roll farther on the board. It travels 8 equal blocks on the board and 5 on the rug, from the same low ramp and release point.
| Surface | Distance in equal blocks |
|---|---|
| Board | 8 |
| Rug | 5 |
Watch for this mistake: If different cars are being compared, the car is the thing that changes. Keep the other relevant conditions alike; do not claim the same object must always be used.
Two groups get slightly different distances using the same procedure. Should one erase its result?
Keep the evidence and look for possible reasons.
No. Compare the observations, check the procedure and repeat if useful.
One car is pushed hard and another is gently released. Is that a fair way to compare the cars? Explain.
More than the car has changed.
No. The starting push also changed. Release them in the same agreed way.
Key idea: After an investigation, scientists compare what they predicted with what they observed, listen to others’ observations and consider whether the investigation was fair.
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.
After an investigation, scientists compare what they predicted with what they observed, listen to others’ observations and consider whether the investigation was fair.
Learning routine: Read prediction → Compare observation → Check fairness → Ask next question
AC9S1I05: compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance
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