Science as a Human Endeavour • AC9S1H01

Year 1 Science as a Human Endeavour Activities and Worksheets

Discover how science helps people solve everyday problems through engaging Year 1 Science as a Human Endeavour activities and printable worksheets aligned with the Australian Curriculum Version 9.0. Students explore how farmers, gardeners, wildlife carers, engineers and First Nations Australians use observations, patterns and scientific knowledge to make predictions and improve daily life.

View Teacher Guide Explore Activities Download Resources

About This Year 1 Science Topic

Science is part of everyday life. People use observations, patterns and scientific knowledge to care for plants and animals, plan activities, prepare food, design useful objects and look after local environments.

In this unit, students learn how farmers, gardeners, nursery owners, bush care volunteers, wildlife carers and engineers use science in their work. They investigate how people observe living things, recognise patterns and use evidence to make informed decisions.

Students also explore how First Nations Australians use knowledge of Country, landscape and sky to meet needs and determine when resources may be available.

The unit connects science to familiar experiences such as checking weather forecasts, choosing suitable clothing, preparing food with kitchen tools and designing playground equipment or toys.

Australian Curriculum Alignment

AC9S1H01

Describe how people use science in their daily lives, including using patterns to make scientific predictions.

AC9S1H01_E1

Learn from farmers, bush care volunteers, gardeners or nursery owners about how they observe plant needs and design or manage habitats to meet those needs.

AC9S1H01_E2

Identify how science knowledge is used to care for the local environment and suggest ways gardens or parks could better meet the needs of native animals.

AC9S1H01_E3

Investigate how First Nations Australians use science to meet needs such as food and water supply and shelter.

AC9S1H01_E4

Recognise how First Nations Australians use changes in the landscape and sky to determine when to gather particular resources.

AC9S1H01_E5

Learn from ecologists or wildlife carers about native animal needs and how supports such as frog hotels, insect hotels and nesting boxes are designed.

AC9S1H01_E6

Share examples of using science at home, including checking forecasts, observing weather patterns, planning outings and choosing clothing for the season.

AC9S1H01_E7

Identify pushes and pulls used when preparing meals and the tools that help people push or pull objects.

AC9S1H01_E8

Explore how engineers use knowledge of forces to create new playground equipment or toys.

Learning Intentions

Students will learn to:

  • describe ways people use science in daily life;
  • recognise patterns and use them to make predictions;
  • explain how people observe and respond to plant needs;
  • suggest ways to improve habitats for native animals;
  • explore First Nations Australian scientific knowledge;
  • identify how changes in Country and sky provide information;
  • explain how wildlife carers support native animals;
  • use weather information when making everyday decisions;
  • identify pushes and pulls used in food preparation;
  • describe how engineers use forces to design toys and equipment.

Student Success Criteria

I can describe one way science is used at home.

I can identify a pattern and make a prediction.

I can explain how people care for plants.

I can suggest a way to help a native animal.

I can describe how weather information helps people.

I can identify science used by farmers or gardeners.

I can identify a push or pull used in the kitchen.

I can explain how an engineer uses forces.

I can share an example of First Nations scientific knowledge.

Key Vocabulary

science daily life observe pattern predict evidence environment habitat native animal plant needs weather forecast season resources Country landscape shelter force push pull engineer design

Teacher Guide

Recommended Materials

  • photographs of farms, gardens, parks and native habitats;
  • plant samples or classroom plants;
  • weather charts and forecasts;
  • seasonal observation records;
  • images of frog hotels, insect hotels and nesting boxes;
  • safe kitchen tools for demonstrations;
  • toy and playground design materials;
  • construction materials such as cardboard and craft sticks;
  • community-approved First Nations resources;
  • drawing, writing and digital presentation tools.

Suggested Teaching Sequence

  1. Introduce examples of science used in everyday life.
  2. Explore how people observe patterns and make predictions.
  3. Investigate how farmers and gardeners respond to plant needs.
  4. Examine ways science helps care for local environments.
  5. Design a habitat support for a native animal.
  6. Explore First Nations Australian scientific knowledge.
  7. Investigate how landscape and sky patterns provide information.
  8. Use weather forecasts to plan clothing and activities.
  9. Identify pushes and pulls used in food preparation.
  10. Explore how engineers design toys and playground equipment.
  11. Complete a final design, explanation or presentation.

Teacher Questions

  • Where do you use science at home?
  • What pattern can you observe?
  • What do you predict will happen next?
  • How does a gardener know what a plant needs?
  • How could this garden better support native animals?
  • What information can people gain from the weather?
  • How do wildlife carers help animals meet their needs?
  • What push or pull is being used?
  • How does this tool make a task easier?
  • How might an engineer improve this toy or playground feature?

Common Misconceptions

Science only happens in laboratories

Emphasise that people use observations, patterns and scientific knowledge in homes, gardens, parks, farms and workplaces every day.

A prediction is just a guess

Explain that a scientific prediction should be based on observations, patterns or prior knowledge.

People and science are separate

Show that people develop and use scientific knowledge to meet needs, solve problems and make decisions.

Only scientists use science

Discuss how families, farmers, gardeners, wildlife carers, engineers and community members all use science.

Save Time With Ready-to-Use Resources Save time, get these resources printed and arranged, and have them delivered to your doorstep by Amazon. Explore the options

Year 1 Science as a Human Endeavour Activities

Activity 1: Science in My Day

Students identify examples of science used from morning to evening, such as choosing clothes, preparing food, watering plants or checking the weather.

Curriculum connection: AC9S1H01

Activity 2: Ask a Gardener or Farmer

Students prepare questions about how people observe plant needs and manage habitats. Responses may come from a visitor, video, book or local community source.

Curriculum connection: AC9S1H01_E1

Activity 3: Improve a Local Garden

Students examine a garden or park and suggest changes that could provide food, water or shelter for native animals.

Curriculum connection: AC9S1H01_E2

Activity 4: First Nations Science and Daily Needs

Using appropriate community-approved resources, students explore examples of First Nations Australian knowledge used to meet needs for food, water and shelter.

Curriculum connection: AC9S1H01_E3

Activity 5: Landscape and Sky Patterns

Students explore how observable changes in landscape and sky can provide information about seasonal events and resources.

Curriculum connection: AC9S1H01_E4

Activity 6: Design a Wildlife Support

Students design a frog hotel, insect hotel, nesting box or another safe habitat support for a selected native animal.

Curriculum connection: AC9S1H01_E5

Activity 7: Weather Forecast Planner

Students view a simple forecast and choose suitable clothing or plan an appropriate family or school activity.

Curriculum connection: AC9S1H01_E6

Activity 8: Pushes and Pulls in the Kitchen

Students identify pushes and pulls used when mixing, rolling, opening, closing, cutting or moving food and kitchen tools.

Curriculum connection: AC9S1H01_E7

Activity 9: Engineer a Better Toy

Students examine a toy or playground feature and redesign it to use pushes and pulls more safely or effectively.

Curriculum connection: AC9S1H01_E8

Activity 10: Pattern and Prediction Challenge

Students observe a simple repeating environmental or weather pattern, record evidence and make a supported prediction.

Curriculum connection: AC9S1H01

Differentiation

Support

  • use photographs, real objects and familiar examples;
  • provide word banks and sentence starters;
  • allow oral responses or labelled drawings;
  • model how to identify patterns and make predictions;
  • use matching, sorting and sequencing activities;
  • complete investigations in small supported groups.

Extension

  • compare different solutions to the same environmental problem;
  • justify predictions using recorded evidence;
  • design and label a detailed animal habitat support;
  • interview a community member who uses science in their work;
  • create a digital presentation about science in daily life;
  • evaluate and improve a toy or playground design.

Science Sentence Starters

People use science when they _____.

I observed that _____.

The pattern I noticed was _____.

I predict that _____ because _____.

A gardener can help a plant by _____.

This habitat could be improved by _____.

The weather forecast helps people _____.

This kitchen tool uses a push or pull to _____.

An engineer could improve this design by _____.

This example shows science in daily life because _____.

Assessment Ideas

Observe whether the student can:

  • describe an example of science used in daily life;
  • identify a pattern and make a supported prediction;
  • explain how people respond to plant or animal needs;
  • suggest an improvement to a local habitat;
  • describe an example of First Nations scientific knowledge;
  • use weather information to make a decision;
  • identify pushes and pulls in food preparation;
  • explain how engineers use knowledge of forces;
  • communicate observations using drawings, labels or sentences.

Quick Exit Ticket

  1. Name one way people use science every day.
  2. Describe one pattern you have observed.
  3. Make one prediction based on that pattern.
  4. Name one person who uses science in their work.

Printable Teacher and Student Resources

Use the links below to open the available AC9S1H01 teaching materials and printable activities.

Designing Gardens for Native Animals Engineering with Push and Pull Forces Engineers Design Playground Equipment and Toys Farmers, Gardeners and Plant Needs First Nations Landscape and Sky Patterns First Nations Science for Food, Water and Shelter First Nations Science Meeting Daily Needs First Nations Seasonal Resource Knowledge Food Preparation Tools and Forces Frog Hotels, Insect Hotels and Nesting Boxes How People Care for Plants Pushes and Pulls in the Kitchen Science as a Human Endeavour Worksheets – Introduction Science Caring for Local Environments Science in Daily Life Activities and Worksheets Uses of Science and Scientific Predictions Using Weather Patterns in Daily Life Weather Forecasts and Family Planning Wildlife Carers and Animal Habitats

Resources open in a new tab.

Home Learning Ideas

Families can identify examples of science used when checking the weather, caring for plants, preparing meals, choosing clothing, maintaining gardens or using tools.

Ask questions such as:

  • What science did we use today?
  • What pattern can you notice?
  • What do you predict will happen next?
  • How are we helping this plant or animal?
  • How did the weather affect our decision?
  • What push or pull did this tool use?
  • How could an engineer improve this object?

Related Year 1 Science Topics

Year 1 Science Activities and Worksheets Year 1 Biological Sciences Year 1 Earth and Space Sciences Year 1 Physical Sciences Year 1 Science Inquiry