AC9S2I05: Compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance

After an investigation, students compare predictions with observations, compare records with others, decide whether the procedure was fair and identify what could be explored next.

Learning sequence: Compare → Check fairness → Explain difference → Ask next question

Success looks like

• Compare prediction and result
• Compare observations
• Evaluate fairness
• Explain differences
• Pose further questions

Compare prediction and observation honestly

Check whether the test was fair

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

• Content description: compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance
• E1: comparing their observations of changing shadow length across the day with their predictions and the patterns observed by others
• E2: comparing observations of sounds with those of others and considering if we all sense sound in the same way
• E3: proposing ways to ensure that the same sound is produced in an investigation in order to keep the investigation fair
• E4: comparing findings from investigations about physically changing a material, such as cutting and folding, and exploring questions that investigate similar changes to different materials

Key idea: After an investigation, students compare predictions with observations, compare records with others, decide whether the procedure was fair and identify what could be explored next.

Remember

• Compare prediction and result
• Compare observations
• Evaluate fairness
• Explain differences
• Pose further questions

Quick questions

• What if a prediction is not supported?
• Name one fair-test feature.
• Why compare with others?
• Give a useful next question.

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

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.

• Changing the result to match prediction — Record what actually happened.
• Calling every difference an error — Differences can come from method, measurement or real variation.
• Fairness checked too late — Plan fairness before testing and review it afterward.

This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.

Curriculum equivalents for Observations with predictions and others’ observations, consider if investigations are...

Mapped skill: compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• Next Generation Science Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9S2U01: Recognise Earth is a planet in the solar system and identify patterns in the changing position of the sun, moon, planets and stars in the sky
• AC9S2U02: Explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate
• AC9S2U03: Recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces
• AC9S2H01: Describe how people use science in their daily lives, including using patterns to make scientific predictions
• AC9S2I01: Pose questions to explore observed simple patterns and relationships and make predictions based on experiences
• AC9S2I02: Suggest and follow safe procedures to investigate questions and test predictions
• AC9S2I03: Make and record observations, including informal measurements, using digital tools as appropriate
• AC9S2I04: Sort and order data and information and represent patterns, including with provided tables and visual or physical models