Year 1 Making and Recording Observations (AC9S1I03)

About This Year 1 Science Inquiry Topic

Scientific observations help students notice details, compare objects and describe changes. In this unit, students explore what an observation is and discuss different ways observations can be made.

Students use counting and informal measurements to collect simple information during investigations. They may measure capacity with cups, length with handspans, distance with walking paces, plant growth with blocks, or objects with pencil lengths and pieces of string.

Students also learn that observations can be recorded in different forms. Depending on the investigation, they may use text, labelled drawings, tally marks, counts, informal measurements, photographs or short videos.

Australian Curriculum Alignment

AC9S1I03

Make and record observations, including informal measurements, using digital tools as appropriate.

AC9S1I03_E1

Explore what an observation is and different ways to make observations through guided discussion.

AC9S1I03_E2

Count and use informal measurements such as cups, handspans, walking paces, blocks, pencil lengths and lengths of string.

AC9S1I03_E3

Suggest types of measurements that may be made during an investigation, including using blocks to measure plant growth or paces to measure how far an object has moved.

AC9S1I03_E4

Record observations through text, drawing, counts, informal measurements, digital photography or video.

Learning Intentions

Students will learn to:

explain what an observation is;
use their senses appropriately to notice details;
describe objects, living things, events and changes;
count objects or events during an investigation;
measure using cups, handspans, paces, blocks and other informal units;
select a suitable informal measurement for a task;
measure plant growth and object movement;
record observations using words and drawings;
record counts and informal measurements;
use photographs or video when appropriate.

Student Success Criteria

I can explain what an observation is.

I can notice and describe details.

I can count what I observe.

I can measure using informal units.

I can choose a useful way to measure.

I can record observations with words.

I can record observations with drawings.

I can record counts and measurements.

I can use a photograph or video to record an observation.

I can compare two observations.

Key Vocabulary

observe observation notice describe detail compare count measure informal measurement unit cup handspan pace block pencil length string growth distance record drawing photograph video

Teacher Guide

Recommended Materials

classroom plants or plant photographs;
blocks or linking cubes;
cups and containers;
pencils of equal length;
pieces of string;
toy cars and small rolling objects;
masking tape or floor markers;
observation trays with natural or classroom objects;
magnifiers, where appropriate;
clipboards and recording sheets;
tablets or cameras for photographs and video.

Suggested Teaching Sequence

Introduce observation as carefully noticing and describing.
Discuss safe and appropriate use of the senses.
Model detailed observation using a familiar object.
Practise recording observations through words and drawings.
Introduce counting as a way to record observations.
Model informal units such as cups, handspans and blocks.
Discuss which informal unit suits different measurements.
Measure plant growth or movement in a guided investigation.
Introduce digital photography and video as recording tools.
Compare records and discuss which method communicated the observation clearly.

Teacher Questions

What do you notice?
Which details can you describe?
How is this object similar to or different from another?
What could we count?
What could we measure?
Which informal unit would be useful?
Would cups, handspans, paces, blocks or string work best?
How can we make the measurement more consistent?
How could we record this observation?
Would a drawing, count, photograph or video be most useful?
What changed between the first and second observation?

Observation Safety

Use the senses appropriately

Students may look, listen and touch only when the teacher confirms it is safe. They should not taste or smell unknown materials.

Handle living things carefully

Model respectful observation of plants and animals without causing damage or unnecessary disturbance.

Use digital tools responsibly

Follow school privacy requirements and teacher instructions when taking photographs or videos.

Common Misconceptions

An observation is the same as an opinion

Explain that an observation describes what can be noticed or measured, while an opinion describes what someone thinks or prefers.

Informal units can be used inconsistently

Show that gaps, overlaps or different-sized units can make measurements difficult to compare.

A larger number always means a larger object

Explain that the number depends on the size of the unit. An object may measure more small blocks but fewer long pencils.

A photograph records every important detail

Discuss how photographs capture appearance, but text, counts or measurements may be needed to record other information.

Year 1 Making and Recording Observations Activities

Activity 1: What Is an Observation?

Show students an object and invite them to share statements about it. Sort the statements into observations and opinions through guided discussion.

Curriculum connection: AC9S1I03_E1

Activity 2: Mystery Object Observation

Students examine a safe object and record its shape, texture, size and other visible features using words and a labelled drawing.

Curriculum connection: AC9S1I03_E1, AC9S1I03_E4

Activity 3: Measure with Handspans

Students measure familiar classroom surfaces using handspans and compare their results, discussing why measurements may differ.

Curriculum connection: AC9S1I03_E2

Activity 4: Capacity with Cups

Students count how many equal cups are needed to fill different containers and record the result using numbers and drawings.

Curriculum connection: AC9S1I03_E2

Activity 5: How Far Did It Move?

Students move or roll an object and measure the distance using walking paces, pencil lengths, blocks or string.

Curriculum connection: AC9S1I03_E2, AC9S1I03_E3

Activity 6: Measuring Plant Growth

Students use equal blocks or linking cubes to measure a classroom plant over time and record changes in a simple observation chart.

Curriculum connection: AC9S1I03_E3

Activity 7: Choose the Best Measurement

Present different investigation scenarios. Students choose whether cups, paces, blocks, handspans, pencil lengths or string would be most suitable.

Curriculum connection: AC9S1I03_E3

Activity 8: Record It Four Ways

Students observe the same object or event and record it using text, a drawing, a count and an informal measurement.

Curriculum connection: AC9S1I03_E4

Activity 9: Digital Observation Journal

With teacher supervision, students take photographs or short videos of a changing plant, weather event or investigation and add a spoken or written note.

Curriculum connection: AC9S1I03_E4

Activity 10: Compare Two Observations

Students compare observations collected at two different times and describe what stayed the same and what changed.

Curriculum connection: AC9S1I03

Differentiation

Support

use real objects and clear photographs;
provide observation word banks;
allow oral descriptions before writing;
use picture-based recording sheets;
model how to place informal units without gaps or overlaps;
use the same-sized blocks, cups or pencils;
allow students to draw instead of writing full sentences.

Extension

ask students to compare two informal units;
explain why different students may obtain different results;
design an observation table;
repeat measurements to check consistency;
select the most effective recording method and justify the choice;
combine photographs with counts or measurements;
identify a change across several observations.

Science Sentence Starters

I observed that _____.

I noticed _____.

The object looks _____.

The object feels _____.

I counted _____.

It measured _____ blocks.

It was _____ handspans long.

The object moved _____ paces.

I chose _____ because _____.

I recorded my observation by _____.

The photograph shows _____.

Between the two observations, _____ changed.

Assessment Ideas

Observe whether the student can:

describe what an observation is;
make a relevant observation using appropriate senses;
identify and describe details;
count objects or events accurately;
use an informal unit with reasonable consistency;
select an appropriate informal measurement;
record an observation using text or drawing;
record a count or measurement;
use a photograph or video appropriately;
compare observations and identify a change.

Quick Exit Ticket

Write or draw one observation.
Name one informal unit you could use.
Choose one way to record an observation.

Printable Teacher and Student Resources

Use the links below to open the available AC9S1I03 teaching materials, practical activities and printable worksheets.

Choosing Measurements for Investigations Counting and Informal Measurements Drawing, Counting and Digital Observations Exploring Scientific Observations Making and Recording Observations Activities and Worksheets Measuring Plant Growth and Object Movement Measuring with Cups, Handspans and Paces Observation and Informal Measurement Worksheets Recording Science Observations What Is an Observation?

Resources open in a new tab. Browser PDF settings determine whether each file opens or downloads automatically.

Home Learning Ideas

Families can build observation and informal measurement skills using safe, familiar objects and everyday experiences.

measure a table using handspans;
measure a hallway using walking paces;
compare container capacity using equal cups;
measure an object using pencil lengths or string;
draw and label an object found outdoors;
count changes observed over several days;
photograph a plant or weather scene at different times;
describe what stayed the same and what changed.

Digital photographs and videos should be taken with adult supervision and in accordance with family privacy preferences.