About This Year 1 Science Inquiry Topic

Communicating is an essential part of scientific inquiry. Students learn that scientists communicate ideas using drawings, labels, diagrams, models, photographs, writing, oral presentations and scientific vocabulary.

In Year 1, students describe observations and findings using both everyday language and appropriate scientific terms. They create simple texts, models and visual representations to communicate their ideas clearly.

Students also learn that First Nations Australians have long shared scientific observations through stories, artwork, symbols and cultural knowledge. These experiences help students recognise that science can be communicated in many different ways.

Learning Intentions

Students will learn to:

• communicate scientific observations clearly;
• use everyday and scientific vocabulary appropriately;
• create labelled diagrams and simple scientific texts;
• represent ideas using drawings, photographs and models;
• communicate habitat features using recycled materials;
• describe seasonal changes using sequences;
• represent forces using arrows and labels;
• share observations respectfully using different communication methods;
• explain findings using evidence;
• present ideas confidently to others.

Student Success Criteria

Key Vocabulary

Year 1 Communicating Science Activities

Differentiation

Support

• provide picture vocabulary cards;
• offer sentence starters;
• allow oral explanations instead of written responses;
• use labelled diagrams with missing words;
• provide partially completed habitat models;
• pair students for presentations;
• use visual communication before written communication.

Extension

• write longer science explanations;
• include more scientific vocabulary;
• compare different communication methods;
• design a labelled scientific poster independently;
• create digital presentations;
• explain why one communication method is more effective;
• teach scientific vocabulary to another class.

Science Sentence Starters

Assessment Ideas

Observe whether the student can:

• communicate observations clearly;
• use appropriate scientific vocabulary;
• produce labelled diagrams;
• create simple science models;
• explain findings using drawings or writing;
• use arrows and labels correctly;
• communicate seasonal changes accurately;
• describe habitats using appropriate vocabulary;
• present ideas confidently;
• select an appropriate communication method.

Quick Exit Ticket

1. Write one science observation.
2. Use one scientific vocabulary word.
3. Draw one labelled diagram to explain your idea.

Printable Teacher and Student Resources

Use the links below to access the printable AC9S1I06 teaching resources, student worksheets and classroom activities.

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Home Learning Ideas

• draw and label a favourite plant or animal;
• create a simple habitat model using recycled materials;
• take photographs showing seasonal changes in the garden;
• use arrows to show pushes and pulls during play;
• practise using one new science word each day;
• compare everyday words with scientific vocabulary at home;
• explain an observation to a family member using a labelled drawing;
• find patterns in weather, plants or daily routines and discuss predictions.

Encourage students to explain their observations using drawings, photographs, models and simple scientific vocabulary rather than focusing only on written work.

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