Year 2 Science · AC9S2I06

Write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary

Scientific communication helps another person understand what was investigated, what was observed and what the evidence suggests. Labels, tables, diagrams and precise…

Ready to project and teach

Learning goalsSay it simply

Scientific communication helps another person understand what was investigated, what was observed and what the evidence suggests. Labels, tables, diagrams and precise vocabulary improve clarity.

Learning sequence: Question → Method → Observation → Finding → Share

Success looks like

  • State the question
  • Record observations
  • Write findings
  • Use text features
  • Use scientific vocabulary
Key conceptTeach from the board

Build a simple scientific report

QuestionWhat did we test?
ObservationWhat did we notice?
FindingWhat does the evidence show?

Use short, accurate statements and connect findings to recorded evidence.

Choose the best text feature

labelled diagramtablecaptionoral explanationshort report

The format should help the audience understand the evidence.

Clean visual examplesOne-page board

Clean one-page examples

AC9S2I06 - Write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary
Example 1

title arrow label caption

Example 2

observation → evidence → finding

Example 3

clear? labelled? evidence? scientific words?

Example 4

Label a diagram Add labels and a caption to a simple science model. title arrow label caption

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: write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary
  • E1: using learnt scientific vocabulary and structuring texts to sequence events, processes or ideas
  • E2: creating and narrating a short animation to show the changing position of the sun across the day and using terms such as ‘sunrise’, ‘sunset’ and ‘horizon’
  • E3: creating a class model of the solar system and naming the sun and planets
  • E4: making a collage to represent and display all the ways a material can be physically changed
  • E5: presenting and sharing musical instruments, through dance and song, to show what is vibrating to make the sound
  • E6: presenting findings of investigations using charts, read-alouds, slideshows or displays using everyday and scientific vocabulary
  • E7: acknowledging and learning about First Nations Australians’ ways of sharing astronomical knowledge across generations through oral traditions that include cultural accounts, stories, song and dance (teaching context)
Questions and answersWith answers

Key idea: Scientific communication helps another person understand what was investigated, what was observed and what the evidence suggests. Labels, tables, diagrams and precise vocabulary improve clarity.

Remember

  • State the question
  • Record observations
  • Write findings
  • Use text features
  • Use scientific vocabulary

Quick questions

  • What belongs in a finding?
  • Why label a diagram?
  • Name one scientific word.
  • How can you check whether a report is clear?

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
  • Finding without evidence — Refer to an observation or measurement.
  • Too many vague words — Use precise everyday and scientific vocabulary.
  • Diagram without labels — Labels show what each part represents.

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 communication helps another person understand what was investigated, what was observed and what the evidence suggests. Labels, tables, diagrams and precise vocabulary improve clarity.

Learning sequence: Question → Method → Observation → Finding → Share

Success looks like

  • State the question
  • Record observations
  • Write findings
  • Use text features
  • Use scientific vocabulary
Related resourcesKeep teaching

Related Classroom Views

Continue through closely related Year 2 Science concepts.

Explore all Year 2 Science topics

Teach & ExplainTeaching slides and samples

Teach this topic step by step

Explore optional teaching slide packs for classroom lessons and explanations at home.

Browse Teach & Explain · Browse Print & Go

Teachers: follow SkillrHub on TPT, then email us to request a free sample before buying. Include the year, subject and topic or curriculum code.

Request a free sample

After trying the sample, honest feedback is welcome. A TPT review is optional, where available, and does not need to be positive.