Year 1 Science · AC9S1U02
The environment changes during the day and across seasons. These changes affect clothing, activities, safety, plants, animals and routines
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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
Daily changes happen within one day: light, shadows, temperature and routines.
Seasonal changes happen across months: weather patterns, daylight, plant changes and activities.
Question: Is sunrise to sunset a daily or seasonal change? It is daily because it happens within one day and changes light and routines.
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.
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.
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
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
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?
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.
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?
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.
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?
A seasonal pattern, because the change recurs across the year rather than within a single day. Not all bird species migrate.
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.
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.
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.
A warm layer and rain protection could help keep a person warm and dry. The reason should connect the clothing to the predicted conditions.
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.
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.
Describe environmental changes and connect them to everyday choices.
Yesterday was rainy and today is sunny. Does that alone show that the season has changed?
Watch for this mistake: One hot day is not enough to establish a seasonal change. Seasonal patterns also differ between places.
Rain is falling before a walk. Name one sensible change to the plan and why.
Connect the change to the observed weather.
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?
Compare the times stated.
The tree's change over several weeks.
Key idea: The environment changes during the day and across seasons. These changes affect clothing, activities, safety, plants, animals and routines.
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.
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
AC9S1U02: describe daily and seasonal changes in the environment and explore how these changes affect everyday life
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