AC9S1I02_E1
Suggest ways to conduct investigations safely, including being sun safe, using age-appropriate equipment such as plastic goggles and aprons, and following teacher instructions promptly.
About This Year 1 Science Inquiry Topic
Planning and conducting investigations helps young students turn questions and predictions into practical science experiences. In this unit, students learn that investigations need clear steps, safe behaviour and suitable equipment.
Students follow teacher-guided procedures, investigate how objects move when pushed or pulled, discuss different ways to explore science questions, and suggest sensible steps for setting up and packing away equipment.
The focus is on safe participation, following instructions, making simple choices, cooperating with others and building confidence with practical science.
Australian Curriculum Alignment
AC9S1I02
Suggest and follow safe procedures to investigate questions and test predictions.
AC9S1I02_E2
Follow steps in a guided investigation to determine how different objects move when pushed or pulled.
AC9S1I02_E3
Explore different ways of investigating science questions through guided discussion.
AC9S1I02_E4
Suggest steps for setting up and packing away equipment.
Learning Intentions
Students will learn to:
- suggest safe ways to carry out a science investigation;
- follow teacher instructions promptly;
- use age-appropriate science equipment safely;
- identify when sun safety is required;
- follow steps in a guided investigation;
- investigate how objects move when pushed or pulled;
- discuss different ways to answer a science question;
- suggest sensible setup and pack-up steps;
- work cooperatively during practical activities;
- help care for equipment and the learning environment.
Student Success Criteria
I can suggest a science safety rule.
I can follow my teacher's instructions.
I can use equipment carefully.
I can follow investigation steps in order.
I can test how an object moves when pushed or pulled.
I can talk about different ways to investigate a question.
I can help set up equipment safely.
I can help pack away equipment correctly.
I can work safely with a partner or group.
Key Vocabulary
plan
conduct
investigation
procedure
safe
equipment
instructions
goggles
apron
sun safe
push
pull
move
test
prediction
observe
steps
setup
pack up
teamwork
Teacher Guide
Recommended Materials
- plastic safety goggles;
- child-sized aprons;
- sun hats and sunscreen for outdoor investigations;
- toy cars, balls and lightweight objects;
- ramps or sturdy boards;
- smooth and textured surfaces;
- hoops, cones or masking tape for testing areas;
- picture cards showing investigation steps;
- equipment tubs or labelled trays;
- observation sheets and pencils.
Suggested Teaching Sequence
- Introduce the purpose of safe procedures in science.
- Discuss common classroom and outdoor safety rules.
- Model how to use age-appropriate equipment correctly.
- Practise following short instructions in order.
- Introduce a guided push-and-pull investigation.
- Ask students to predict what may happen.
- Complete the investigation using clear, numbered steps.
- Discuss other ways the question could be investigated.
- Model safe equipment setup and pack-up.
- Reflect on which procedures helped the investigation run safely.
Teacher Questions
- What could we do to stay safe?
- Which equipment do we need?
- How should this equipment be used?
- What should we do first?
- Why is it important to follow the steps in order?
- What happens when this object is pushed?
- What happens when it is pulled?
- How else could we investigate this question?
- What should stay the same during the test?
- How can we set up without blocking walkways?
- Where should each item go when we finish?
Core Safety Expectations
Listen before touching equipment
Students should wait until instructions are complete and permission is given before handling science materials.
Use equipment only as demonstrated
Model the correct use of each item and provide only equipment suitable for Year 1 students.
Keep the investigation area clear
Bags, chairs and unused materials should be moved away from walkways and practical testing areas.
Apply outdoor safety procedures
For outdoor work, follow school sun-safety requirements and identify boundaries before students begin.
Report spills or damaged equipment
Students should stop, move away and tell the teacher rather than attempting to manage an unsafe situation independently.
Common Misconceptions
Safety equipment removes every risk
Explain that goggles and aprons help reduce risk, but students must still follow instructions and use equipment carefully.
The steps can be completed in any order
Show how changing the order may make a test unfair, confusing or unsafe.
Only the teacher is responsible for safety
Reinforce that every student contributes by listening, moving carefully, using equipment properly and reporting problems.
There is only one way to investigate a question
Encourage guided discussion about different materials, locations, methods and observations that could be used.
Year 1 Planning and Conducting Activities
Activity 1: Safe or Unsafe?
Show picture cards of students using equipment, working outdoors or moving around an investigation area. Students sort each example as safe or unsafe and explain their reasoning.
Curriculum connection: AC9S1I02_E1
Activity 2: Science Safety Equipment Match
Students match goggles, aprons, hats and other age-appropriate items to situations in which they may be needed.
Curriculum connection: AC9S1I02_E1
Activity 3: Follow the Investigation Steps
Provide illustrated step cards for a simple investigation. Students place the cards in a sensible order before following the procedure.
Curriculum connection: AC9S1I02
Activity 4: Guided Toy Car Push Investigation
Students follow teacher-guided steps to push a toy car along a marked path, observe its movement and compare what happens with different pushes.
Curriculum connection: AC9S1I02_E2
Activity 5: Push or Pull Sorting
Students test or observe familiar objects and classify each movement as mainly caused by a push, a pull or both.
Curriculum connection: AC9S1I02_E2
Activity 6: How Else Could We Test It?
Present a question such as “Which ball rolls farther?” Students discuss different safe ways the class could investigate it.
Curriculum connection: AC9S1I02_E3
Activity 7: Choose the Best Investigation Method
Students compare two or three teacher-provided investigation ideas and select the safest and clearest method, explaining their choice.
Curriculum connection: AC9S1I02_E3
Activity 8: Equipment Setup Sequence
Students organise picture cards showing how to collect, carry and arrange equipment while keeping the workspace safe.
Curriculum connection: AC9S1I02_E4
Activity 9: Pack-Up Challenge
Small groups follow a pack-up checklist to return equipment, clear surfaces, check the floor and report damaged or missing items.
Curriculum connection: AC9S1I02_E4
Activity 10: Investigation Reflection
Students reflect on which procedures they followed, how they stayed safe and what they would improve in the next investigation.
Curriculum connection: AC9S1I02
Differentiation
Support
- use visual safety symbols and picture-based step cards;
- give one instruction at a time;
- model each action before students begin;
- pair students with a supportive partner;
- use equipment trays with clear labels;
- provide oral response and drawing options;
- repeat a familiar investigation before introducing a new one.
Extension
- ask students to suggest an extra safety rule;
- have students explain why each step is necessary;
- invite students to compare two possible investigation methods;
- ask which conditions should stay the same for a fair comparison;
- have students design a simple setup diagram;
- ask students to create a pack-up checklist for classmates.
Science Sentence Starters
To stay safe, we should _____.
Before we begin, we need to _____.
The first step is _____.
Next, we will _____.
We must use _____ carefully.
When I pushed the object, _____.
When I pulled the object, _____.
Another way to investigate is _____.
We should keep _____ the same.
When we finish, we need to _____.
I followed the procedure by _____.
Assessment Ideas
Observe whether the student can:
- suggest at least one relevant safety procedure;
- follow teacher instructions promptly;
- use age-appropriate equipment correctly;
- follow a short sequence of investigation steps;
- participate in a guided push-and-pull investigation;
- describe how an object moved;
- suggest another way to investigate a question;
- help set up equipment safely;
- pack away materials responsibly;
- work cooperatively with others.
Quick Exit Ticket
- Name one safety rule.
- State one step you followed during the investigation.
- Explain one thing you did when packing away.
Printable Teacher and Student Resources
Use the links below to open the available AC9S1I02 teaching materials, practical activities and printable worksheets.
Exploring Ways to Investigate Science Questions
Guided Push and Pull Investigation
How Objects Move Investigation
Planning and Conducting Science Investigations
Planning Science Investigations
Safe Science Investigation Procedures
Science Equipment Setup and Pack Up
Science Safety Rules and Equipment
Setting Up and Packing Away Science Equipment
Resources open in a new tab. Browser PDF settings determine whether each file opens or downloads automatically.
Home Learning Ideas
Families can support early investigation skills through safe, supervised activities using familiar household objects.
- plan the steps for testing which toy rolls farther;
- sort household actions into pushes and pulls;
- create a safe setup checklist before an activity;
- discuss what equipment would be suitable;
- follow a simple three-step procedure in order;
- practise returning materials to their correct places;
- talk about another safe way to test the same question.
All home investigations should use safe, age-appropriate materials and direct adult supervision.