Year 1 Processing, Modelling and Analysing Data (AC9S1I04)

About This Year 1 Science Inquiry Topic

Processing, modelling and analysing help students make sense of the information they collect during science investigations. In Year 1, students begin by sorting, grouping and ordering familiar data and observations.

Students represent patterns using teacher-provided tables, pictographs, drawings, photographs and physical models. They may document plant growth, compare the effects of pushes and pulls, record weather changes or place seasonal images in order.

The focus is on recognising simple patterns, making meaningful groups, sequencing changes and selecting clear ways to organise information so that it can be discussed and understood.

Australian Curriculum Alignment

AC9S1I04

Sort and order data and information and represent patterns, including with provided tables and visual or physical models.

AC9S1I04_E1

Use pictographs featuring drawings or digital photographs and tables of measurements to document patterns of plant growth.

AC9S1I04_E2

Use digital photography to show how pushes and pulls affect the shape of an object and sort images into before-and-after columns of a table.

AC9S1I04_E3

Use drawings or digital photographs to document changes in weather over a series of days or weeks.

AC9S1I04_E4

Order images of seasonal changes across the year.

AC9S1I04_E5

Use graphic organisers to sort data into groups, such as plants and animals, or objects around the home that need a push or pull force to work.

Learning Intentions

Students will learn to:

sort data and information into meaningful groups;
order observations and images in a logical sequence;
recognise simple patterns in scientific data;
use a provided table to organise information;
represent plant growth using pictographs and measurements;
compare before-and-after images;
document weather changes over time;
sequence seasonal changes across the year;
use graphic organisers to classify scientific information;
explain how a model or representation shows a pattern.

Student Success Criteria

I can sort information into groups.

I can explain why items belong together.

I can put images in the correct order.

I can use a table to organise data.

I can read a simple pictograph.

I can show plant growth with pictures or measurements.

I can compare before-and-after images.

I can identify a pattern in weather observations.

I can order seasonal changes across the year.

I can use a graphic organiser to show groups.

Key Vocabulary

data information sort group classify order sequence pattern compare table column row pictograph drawing photograph model before after growth weather season graphic organiser

Teacher Guide

Recommended Materials

plant growth photographs or student drawings;
tables of informal plant measurements;
picture cards representing growth stages;
modelling clay, sponges or flexible objects;
tablets or cameras for before-and-after images;
daily weather symbols and photographs;
seasonal image cards;
sorting hoops or labelled containers;
Venn diagrams and T-charts;
pictograph templates;
sticky notes, blocks or counters;
large classroom chart paper.

Suggested Teaching Sequence

Review the meaning of data and information.
Practise sorting familiar objects into simple groups.
Discuss how the same data may be sorted in different useful ways.
Introduce rows, columns and headings in a provided table.
Model how drawings or photographs can form a pictograph.
Represent plant growth data using images and measurements.
Compare before-and-after photographs from a push-or-pull investigation.
Record and order weather observations across several days.
Sequence seasonal changes across the year.
Use a graphic organiser to classify plants, animals and force-related objects.

Teacher Questions

What information do we have?
How could we sort these items?
What do the items in this group have in common?
Could the same item belong in another group?
What should come first, next and last?
What does this table show?
Which column should this information go in?
What pattern can you see?
How did the plant change over time?
What changed between the before and after images?
What weather pattern can you identify?
How do the seasons change across the year?

Teaching Notes

Use clear sorting rules

Begin with one obvious characteristic, such as living or non-living, plant or animal, or push or pull. Later, invite students to suggest alternative sorting rules.

Model tables explicitly

Point out headings, rows and columns. Demonstrate where each piece of information belongs before students complete a table independently.

Connect patterns to time

When representing plant growth, weather or seasons, use dates or sequence words so students understand that the observations occurred over time.

Use photographs purposefully

Photographs should clearly show the feature being compared. Use the same viewpoint where possible so changes are easier to identify.

Common Misconceptions

There is always only one correct way to sort data

Explain that information can often be grouped in more than one meaningful way, depending on the question being investigated.

A pattern must repeat exactly

Show that scientific patterns may also involve gradual change, such as a plant becoming taller or weather changing across several days.

Before-and-after images do not need labels

Reinforce that clear headings are needed so viewers know which image was taken before and which was taken after the investigation.

Seasons occur in the same way everywhere

Explain that seasonal experiences can vary by location. Use examples appropriate to the local context while focusing on ordering changes over time.

Year 1 Processing, Modelling and Analysing Data Activities

Activity 1: Sort the Science Pictures

Students sort picture cards into groups such as plants and animals, living and non-living, or objects that need a push or pull to work.

Curriculum connection: AC9S1I04_E5

Activity 2: Plant Growth Pictograph

Students use drawings or digital photographs to create a pictograph showing how a plant changed across several observations.

Curriculum connection: AC9S1I04_E1

Activity 3: Plant Measurement Table

Students enter provided informal plant measurements into a simple table and describe the growth pattern.

Curriculum connection: AC9S1I04_E1

Activity 4: Push and Pull Before-and-After Table

Students photograph a flexible object before and after it is pushed, pulled, stretched or squashed, then sort the images into table columns.

Curriculum connection: AC9S1I04_E2

Activity 5: Match the Shape Change

Students match each before image with its corresponding after image and describe how the force changed the object's shape.

Curriculum connection: AC9S1I04_E2

Activity 6: Weather Across the Week

Students record weather using drawings or photographs for several days, place the observations in order and identify a simple pattern.

Curriculum connection: AC9S1I04_E3

Activity 7: Weather Picture Timeline

Students arrange daily weather images from earliest to latest and discuss what changed and what stayed the same.

Curriculum connection: AC9S1I04_E3

Activity 8: Seasons Across the Year

Students order images representing seasonal changes and explain their sequence using first, next, then and last.

Curriculum connection: AC9S1I04_E4

Activity 9: Push or Pull Graphic Organiser

Students use a T-chart or Venn diagram to sort household objects according to whether they need a push, a pull or both to work.

Curriculum connection: AC9S1I04_E5

Activity 10: Find and Explain the Pattern

Students study a provided table, pictograph or sequence and state the pattern they can see using a complete sentence.

Curriculum connection: AC9S1I04

Differentiation

Support

use real objects before moving to pictures or symbols;
provide sorting mats with clear headings;
limit sorting to two groups at first;
use picture-based tables and graphic organisers;
model one example in each row or column;
provide sequence words such as first, next and last;
allow students to explain patterns orally.

Extension

ask students to suggest another valid sorting rule;
have students create their own table headings;
compare two different representations of the same data;
identify more than one pattern;
explain why a photograph belongs in a particular group;
design a pictograph from collected class data;
justify the order of a seasonal or weather sequence.

Science Sentence Starters

I sorted the data by _____.

These items belong together because _____.

This information belongs in the _____ column.

First _____, then _____.

The pattern shows _____.

The plant became _____ over time.

Before the push or pull, _____.

After the push or pull, _____.

The weather changed from _____ to _____.

The seasonal images are ordered this way because _____.

This model helps us see _____.

Assessment Ideas

Observe whether the student can:

sort information using a clear rule;
explain why data belongs in a particular group;
order images or observations logically;
place information in the correct table row or column;
read a simple pictograph;
identify a pattern in plant growth data;
compare before-and-after images;
sequence weather or seasonal changes;
use a graphic organiser correctly;
describe a pattern using words.

Quick Exit Ticket

Sort three items into two groups.
Put three images in order.
Describe one pattern you can see.

Printable Teacher and Student Resources

Use the links below to open the available AC9S1I04 teaching materials, data activities and printable worksheets.

Ordering Seasonal Changes Plant Growth Pictographs and Tables Plants, Animals, Pushes and Pulls Sorting Processing, Modelling and Analysing Data Activities and Worksheets Push and Pull Before and After Images Recording Plant Growth Patterns Recording Weather Changes with Images Science Data Patterns and Models Seasons Across the Year Sequencing Sorting Data with Graphic Organisers Sorting Force Images Before and After Sorting, Ordering and Representing Data Weather Observation Drawings and Photographs

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Home Learning Ideas

Families can practise sorting, ordering and recognising patterns using safe, familiar objects and everyday observations.

sort household objects by whether they need a push or pull;
group pictures into plants and animals;
take before-and-after photographs of a flexible object;
record daily weather using drawings or symbols;
place weather observations in date order;
sequence family photographs by season;
create a simple pictograph using drawings or photographs;
identify one pattern in the organised information.

Digital photographs should be taken with adult supervision and according to family privacy preferences.