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AC9S1U03: Year 1 Science Content Descriptor – Physical sciences
AC9S1U03 Year 1 Science

AC9S1U03 – Year 1 Science: Physical sciences

Strand
Science understanding
Substrand
Physical sciences

This Content Descriptor from Year 1 Science provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape

Elaborations

  • • observing and manipulating everyday objects such as playground equipment, toys, windows or doors and identifying the forces used to move these objects
  • • investigating how the design of age-appropriate sporting equipment such as paddles, plastic bats and racquets help to produce stronger pushes and pulls
  • • recognising that pushing or pulling on an object can start or stop its motion or change its direction of travel
  • • exploring ways the shape of playdough can be changed when pushed or pulled
  • • designing playground equipment, toys or games and representing push and pull forces involved using models, digital drawings or role-play
  • • investigating the push and pull movements of traditional First Nations Australians children’s instructive toys
  • • exploring how traditional Asian toys and games such as a kendama, Daruma Otoshi or shuttlecock are played using a push or pull

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 1 ASSCIY1
Year 1 Science Achievement Standard
By the end of Year 1 students identify how living things meet their needs in the places they live. They identify daily and seasonal changes and describe ways these changes affect their everyday life. They describe how different pushes and pulls change the motion and shape of objects. They describe situations where they use science in their daily lives and identify examples of people making scientific predictions. Students pose questions to explore observations and make predictions based on experiences. They follow safe procedures to make and record observations. They use provided tables and organisers to sort and order data and information and, with guidance, represent patterns. With guidance, they compare observations with predictions and identify further questions. They use everyday vocabulary to communicate observations, findings and ideas.