Year 2 Science · AC9S2H01

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

People use science to solve problems, make choices and predict what may happen. Predictions are stronger when they are based on an observed pattern or previous evidence

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Learning goalsSay it simply

People use science to solve problems, make choices and predict what may happen. Predictions are stronger when they are based on an observed pattern or previous evidence.

Learning sequence: Notice need → Use science → Observe pattern → Predict → Check

Success looks like

  • Identify daily science uses
  • Recognise patterns
  • Make evidence-based predictions
  • Check predictions
  • Explain science decisions
Key conceptTeach from the board

Connect a daily need to scientific knowledge

weather forecastfood storagesafe materialsplant care

Scientific knowledge helps people make informed choices.

Use a pattern to make a prediction

Day 1shadow short at noon
Day 2shadow short at noon
Predictionsimilar pattern tomorrow

A prediction is not a guess without reason; it uses a pattern or experience.

Clean visual examplesOne-page board

Clean one-page examples

AC9S2H01 - Describe how people use science in their daily lives, including using patterns to make scientific predictions
Example 1

fridge umbrella helmet garden

Example 2

wet ground → dark clouds → prediction: rain may continue

Example 3

prediction observation likely rain light rain

Example 4

Daily science hunt Find examples of science helping at home, school or in the community. fridge umbrella helmet garden

Curriculum examplesCurriculum examples

The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning.

  • Content description: describe how people use science in their daily lives, including using patterns to make scientific predictions
  • E1: learning how First Nations Australians use observations of the night sky to assist with navigation (teaching context)
  • E2: recognising that astronomers use patterns of movement of celestial bodies in the sky, such as stars and comets, to make predictions about future appearances
  • E3: listening to music and learning from musicians about how music can be understood as patterns of sounds and how they use their body or instruments to create music
  • E4: discussing how we manage sound at home to ensure that we do not disturb each other or our neighbours, such as quietly closing doors, turning down the volume, taking off shoes on wooden floors or using headphones
  • E5: investigating toys and digital tools that are voice activated, and engaging in guided discussion about how some devices use voice patterns to recognise the unique features of an individual’s voice
  • E6: exploring how sound-activated and voice-activated tools help people manage daily activities such as turning on lights and communicating with others
  • E7: learning from people who work with materials, such as woodworkers, product designers or artists such as fibre artists or sculptors, about how they learn about properties of materials and how they use creativity when manipulating materials
  • E8: exploring how physically changing materials helps us to re-use them in a variety of ways, and decrease waste
  • E9: considering how First Nations Australians use scientific practices such as sorting, classification and estimation to make predictions (teaching context)
Questions and answersWith answers

Key idea: People use science to solve problems, make choices and predict what may happen. Predictions are stronger when they are based on an observed pattern or previous evidence.

Remember

  • Identify daily science uses
  • Recognise patterns
  • Make evidence-based predictions
  • Check predictions
  • Explain science decisions

Quick questions

  • Name one daily use of science.
  • What makes a prediction scientific?
  • Why repeat observations?
  • How can people check a prediction?

If an answer is uncertain, return to the model and explain what each part represents before calculating or drawing a conclusion.

Practice and reviewReady for practice
  • Prediction means random guess — Give a reason based on a pattern or previous observation.
  • Science only happens in laboratories — Science is used in homes, schools, farms, hospitals and many jobs.
  • One observation proves a pattern — Look for repeated evidence before claiming a pattern.

Read the topic guide and use the teacher slide for instruction. Students can then use the worksheet for written work, open Practice for supported feedback, or take the Test when they are ready.

Curriculum alignmentStart here

People use science to solve problems, make choices and predict what may happen. Predictions are stronger when they are based on an observed pattern or previous evidence.

Learning sequence: Notice need → Use science → Observe pattern → Predict → Check

Success looks like

  • Identify daily science uses
  • Recognise patterns
  • Make evidence-based predictions
  • Check predictions
  • Explain science decisions
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