Year 2 Science · AC9S2I03

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

Scientific observations describe what is noticed, while measurements add a quantity. Records should be clear enough for another person to understand what happened

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Learning goalsSay it simply

Scientific observations describe what is noticed, while measurements add a quantity. Records should be clear enough for another person to understand what happened.

Learning sequence: Observe → Measure → Record → Label → Review

Success looks like

  • Observe carefully
  • Use informal measurements
  • Choose suitable tools
  • Record in tables
  • Separate observation from explanation
Key conceptTeach from the board

Separate an observation from an inference

ObservationMeasurementleaf is green8 blocks longwater looks cloudy3 cups

Record what can be seen or measured before explaining why.

Choose a suitable informal unit or digital tool

blocks for lengthcups for capacityphotos for changetimer for duration

Use the same unit throughout a comparison.

Clean visual examplesOne-page board

Clean one-page examples

AC9S2I03 - Make and record observations, including informal measurements, using digital tools as appropriate
Example 1

green oval rough 6 blocks

Example 2

pencil 7 blocks book 12 blocks

Example 3

Object observation Describe a natural object using colour, shape, texture and size without guessing its history. green oval rough 6 blocks

Example 4

Informal measure Measure two classroom objects with identical blocks and compare the results. pencil 7 blocks book 12 blocks

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: make and record observations, including informal measurements, using digital tools as appropriate
  • E1: recording observations through text, drawing, counts, digital photography or video
  • E2: engaging in a guided discussion about how to measure something in a fair way
  • E3: using familiar units of measurement such as cups, handspans, walking paces, blocks or pencil lengths
  • E4: representing informal measurements with concrete objects, such as drawing chalk lines and using lengths of string to measure shadows
  • E5: exploring how digital tools can be used to make observations, such as simple clap-o-meter apps that measure sound volume, time lapse digital photography for observing apparent movement of celestial objects or slow-motion videos for observing a vibrating ruler
Questions and answersWith answers

Key idea: Scientific observations describe what is noticed, while measurements add a quantity. Records should be clear enough for another person to understand what happened.

Remember

  • Observe carefully
  • Use informal measurements
  • Choose suitable tools
  • Record in tables
  • Separate observation from explanation

Quick questions

  • What is an observation?
  • Give one informal measurement unit.
  • Why keep units the same?
  • What labels belong in a record?

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
  • Guessing instead of observing — Record what can be seen or measured first.
  • Changing units — Use identical units in one comparison.
  • Record lacks labels — Include item, unit and observation clearly.

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

Scientific observations describe what is noticed, while measurements add a quantity. Records should be clear enough for another person to understand what happened.

Learning sequence: Observe → Measure → Record → Label → Review

Success looks like

  • Observe carefully
  • Use informal measurements
  • Choose suitable tools
  • Record in tables
  • Separate observation from explanation
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