Worked example
Question: Is sunrise to sunset a daily or seasonal change? It is daily because it happens within one day and changes light and routines.
Learning goals
The environment changes during the day and across seasons. These changes affect clothing, activities, safety, plants, animals and routines.
Learning routine: Observe change → Decide daily or seasonal → Describe effect → Connect to life
Success looks like
- Describe daily changes
- Describe seasonal changes
- Use time words
- Connect change to everyday life
- Explain with examples
Concept model and worked application
Separate daily changes from seasonal changes
morningmiddaynight
Daily changes happen within one day: light, shadows, temperature and routines.
summerautumnwinterspring
Seasonal changes happen across months: weather patterns, daylight, plant changes and activities.
Connect the change to an everyday response
rain → umbrellahot day → hatwinter → coatdark → light
Explain both the environmental change and what people do because of it.
Explain your thinking: Say what each part of the model represents, then explain why the answer or conclusion follows.
Separate today's weather from a seasonal pattern
Describe environmental changes and connect them to everyday choices.
Worked example
Yesterday was rainy and today is sunny. Does that alone show that the season has changed?
- Describe what was observed on each day without guessing a whole season.
- Daily weather can change within the same season. Seasonal patterns are noticed over a longer time.
- Use today's observations to choose suitable clothing or an activity, and compare many days to discuss a seasonal pattern.
Watch for this mistake: One hot day is not enough to establish a seasonal change. Seasonal patterns also differ between places.
Try it, then explain
Rain is falling before a walk. Name one sensible change to the plan and why.
Hint
Connect the change to the observed weather.
Answer and explanation
For example, wear a raincoat or use a sheltered route to stay dry.
Which takes longer to observe: clouds moving this afternoon or a tree losing leaves over several weeks?
Hint
Compare the times stated.
Answer and explanation
The tree's change over several weeks.
Australian Curriculum elaborations
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
E1
making and recording observations of phenomena such as changes to weather, seasonal changes to plants such as colour or dropping of leaves, and growth of flowers or fruit
Try and explain: A class photographs the same tree each week. Leaves gradually change colour and fall. What pattern could the record reveal?
Answer and teaching point
It can show a change over several weeks. Compare dated observations of the same tree rather than treating one fallen leaf as a whole seasonal pattern.
E2
noticing how daily weather indicators and seasonal patterns help us to make plans for activities in our daily lives
Try and explain: Clouds darken before an outdoor game. How could that observation help with planning?
Answer and teaching point
It gives a reason to check the weather and consider shelter or a changed plan. Dark clouds suggest possible rain but do not guarantee it.
E3
investigating how seasonal changes affect plants and animals, including animals that hibernate and migrate
Try and explain: Records show some birds leave an area at a similar time each year. Is that more likely a daily or seasonal pattern?
Answer and teaching point
A seasonal pattern, because the change recurs across the year rather than within a single day. Not all bird species migrate.
E4
investigating how changes in the weather affect plants and animals, including humans
Try and explain: A plant's soil becomes dry after several hot days. Name an observation and a possible response.
Answer and teaching point
Dry soil is the observation. Check the plant's watering needs and provide suitable care; do not assume every plant needs the same amount of water.
E5
exploring how people make clothing choices using predictions of weather or knowledge of seasonal changes
Try and explain: A forecast predicts a cold, wet morning. Explain a clothing choice using that information.
Answer and teaching point
A warm layer and rain protection could help keep a person warm and dry. The reason should connect the clothing to the predicted conditions.
E6
recognising the extensive knowledges of daily and seasonal changes in weather patterns and landscape held by First Nations Australians
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.
E7
exploring how First Nations Australians’ concepts of time and weather patterns explain how things happen in the world around them
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.
Common misconceptions and traps
- Weather equals season — Weather can change daily; seasons are longer patterns.
- Only naming the season — Describe what changes and how it affects life.
- Forgetting daily changes — Light, shadows and temperature can change within one day.
Guided learning activities
One-day timeline
Record what changes from morning to afternoon to night.
Model: morning → afternoon → night
Season sort
Sort clothing and activity cards into likely seasons and explain your evidence.
Model: coat • hat • umbrella • sunscreen
Everyday response
Choose one weather change and describe how people might respond.
Model: rain → shelter / boots / umbrella
Revision Notes
Key idea: The environment changes during the day and across seasons. These changes affect clothing, activities, safety, plants, animals and routines.
Remember
- Describe daily changes
- Describe seasonal changes
- Use time words
- Connect change to everyday life
- Explain with examples
Quick questions
- Name one daily environmental change.
- Name one seasonal change.
- How can rain affect everyday life?
- Why might people wear a coat in winter?
Return to the concept model if an answer is uncertain. Use the model to explain, not just to guess.
Official curriculum reference
AC9S1U02: describe daily and seasonal changes in the environment and explore how these changes affect everyday life
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 Weather Watcher
SciShow Kids — Observe daily weather and notice patterns over longer periods.
As you watch: How does the journal help Jessi compare different days?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Draw the weather at the same time on three days. Tell someone how it affected your clothes or outdoor plans.
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 Daily and seasonal changes
Mapped skill: describe daily and seasonal changes in the environment and explore how these changes affect everyday life
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 | AC9S1U02 · Year 1 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Science | VC2S2U07 · Foundation–Level 2 |
| New South Wales | NSW Science and Technology K–6 Syllabus (2024) | ST1-SCI-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: AC9S1U02 — Daily and Seasonal Changes
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