Year 1 Science · AC9S1I06
Science ideas can be communicated with words, drawings, labels, tables, posters or digital texts. Clear communication uses evidence and useful scientific vocabulary
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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
Science words such as force, habitat, prediction and observation make ideas clearer.
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.
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.
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.
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
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
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.
For example, ‘I pushed the toy forwards.’ The words identify both the force and its direction.
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.
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?
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.
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?
Dates or month labels, placed in order, and descriptions of observed changes. Consistent viewpoints make comparisons easier.
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.
Draw an arrow pointing left at the wagon and label it ‘pull to the left’. Match the words, arrow and depicted action.
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.
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.
Communicate an observation with labels, evidence and suitable vocabulary.
Improve this report: ‘It went better there.’ The result was a car travelling 9 blocks on a board and 4 on a rug.
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.
Why is ‘the sponge changed shape when I pushed it’ clearer than ‘it changed’?
Look for the named object, action and change.
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.
Choose information someone can use to understand the result.
‘Height: 6 blocks’ communicates an observation and its unit.
Key idea: Science ideas can be communicated with words, drawings, labels, tables, posters or digital texts. Clear communication uses evidence and useful scientific vocabulary.
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.
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
AC9S1I06: write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary
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