Worked example
Weak message: It was good. Stronger science message: I observed the car rolled 8 blocks, so my finding is that the smooth floor helped it move farther.
Learning goals
Science ideas can be communicated with words, drawings, labels, tables, posters or digital texts. Clear communication uses evidence and useful scientific vocabulary.
Learning routine: Choose evidence → Use science words → Create text → Share → Respond
Success looks like
- Use scientific vocabulary
- Write observations
- Create labelled texts
- Communicate findings
- Use evidence clearly
Concept model and worked application
Use evidence plus science vocabulary
I observedmy findingbecauseevidence
Science words such as force, habitat, prediction and observation make ideas clearer.
Choose a text type that helps the audience understand
labelled drawingshort reporttableposterdigital slide
The best text type depends on what you need to communicate.
Explain your thinking: Say what each part of the model represents, then explain why the answer or conclusion follows.
Make your science report useful to someone else
Communicate an observation with labels, evidence and suitable vocabulary.
Worked example
Improve this report: ‘It went better there.’ The result was a car travelling 9 blocks on a board and 4 on a rug.
- Name the object and the two places being compared.
- Include the observed results and the measurement unit.
- Write: ‘The toy car travelled 9 blocks on the board and 4 blocks on the rug. In this test it travelled farther on the board.’ Add a labelled drawing or table.
Watch for this mistake: Do not write a prediction as if it were a result. Use ‘I predict’ before a test and ‘I observed’ when reporting evidence.
Try it, then explain
Why is ‘the sponge changed shape when I pushed it’ clearer than ‘it changed’?
Hint
Look for the named object, action and change.
Answer and explanation
It tells the reader what was tested, what was done and what was observed.
Which label helps a drawing of a measured plant: ‘nice’ or ‘height: 6 blocks’? Explain.
Hint
Choose information someone can use to understand the result.
Answer and explanation
‘Height: 6 blocks’ communicates an observation and its unit.
Australian Curriculum elaborations
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
E1
exploring the difference between everyday and scientific vocabulary when describing objects or events
Try and explain: Improve ‘I made it go’ by naming the action and direction for a toy moved away from your hand.
Answer and teaching point
For example, ‘I pushed the toy forwards.’ The words identify both the force and its direction.
E2
acknowledging and learning about First Nations Australians’ ways of representing and sharing observations
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.
E3
creating models of the place a plant or animal lives using recycled objects, modelling clay, toys or drawings
Try and explain: A habitat model includes water and a sheltered resting place. How can labels improve your explanation?
Answer and teaching point
Label what each feature provides: water for drinking and shelter for resting or protection. Explain the need instead of only naming the material used in the model.
E4
representing seasonal changes of plants using sequential drawings, calendars or digital photographs
Try and explain: You want to show how a tree changed over three months. What should accompany three drawings?
Answer and teaching point
Dates or month labels, placed in order, and descriptions of observed changes. Consistent viewpoints make comparisons easier.
E5
representing push and pull forces using role-play, labels, arrows or time lapse drawings and describing their representation using everyday and scientific vocabulary
Try and explain: On a drawing, a hand pulls a wagon left. Add an arrow and words to communicate the force.
Answer and teaching point
Draw an arrow pointing left at the wagon and label it ‘pull to the left’. Match the words, arrow and depicted action.
E6
role-playing or recounting how people they know or have observed identify and use patterns to make predictions at work or in their daily lives
Try and explain: Retell how a gardener uses a repeated observation to make a prediction. Include the pattern and the predicted result.
Answer and teaching point
For example, ‘The soil usually dries after several warm days, so the gardener predicts it may need checking for water tomorrow.’ Identify the evidence and keep the prediction distinct from a later observation.
Common misconceptions and traps
- Opinion without evidence — Say what you observed or found, not only what you liked.
- No labels — Labels help readers understand drawings and models.
- Everyday words only — Add useful science vocabulary when it makes meaning clearer.
Guided learning activities
Labelled drawing
Create a labelled drawing to show a plant or animal habitat need.
Model: label: water / shelter / food
Finding sentence
Write one observation and one finding using because.
Model: I found ___ because ___.
Vocabulary upgrade
Replace everyday words with scientific words where helpful.
Model: push / pull / habitat / observation
Revision Notes
Key idea: Science ideas can be communicated with words, drawings, labels, tables, posters or digital texts. Clear communication uses evidence and useful scientific vocabulary.
Remember
- Use scientific vocabulary
- Write observations
- Create labelled texts
- Communicate findings
- Use evidence clearly
Quick questions
- Name two ways to communicate science ideas.
- Why are labels useful?
- Use one science word in a finding sentence.
- What evidence could support a science idea?
Return to the concept model if an answer is uncertain. Use the model to explain, not just to guess.
Official curriculum reference
AC9S1I06: write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary
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 — Communicate observations with labelled drawings and precise everyday words.
As you watch: Which details would help another person recognise the plant Jessi studies?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Show your labelled drawing to someone who did not see the plant. Explain two observations and invite a question.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for Communicating scientific ideas
Mapped skill: write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary
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 | AC9S1I06 · Year 1 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Science | VC2S2I06 · 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: AC9S1I06 — Communicating Scientific Ideas
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