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AC9S2I01: Year 2 Science Content Descriptor – Questioning and predicting
AC9S2I01 Year 2 Science

AC9S2I01 – Year 2 Science: Questioning and predicting

Strand
Science inquiry
Substrand
Questioning and predicting

This Content Descriptor from Year 2 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

pose questions to explore observed simple patterns and relationships and make predictions based on experiences

Elaborations

  • • posing questions about how to make sounds with different instruments, such as: ‘If I do this, will it always produce a higher pitched sound?’
  • • posing questions about the appearance or position of celestial objects in space across time, such as: ‘I wonder if the moon will look the same tomorrow or next week, as it does today?’
  • • making predictions about what might occur when materials such as playdough or tissue paper are pulled with different strengths
  • • making predictions about the relationship between vibration and sound, such as: ‘I think that if a ruler is twanged harder, it will make a louder sound’
  • • making predictions about future appearances of phenomena in the sky at certain times of the week, month or year, such as the moon or satellites

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 2 ASSCIY2
Year 2 Science Achievement Standard
By the end of Year 2 students identify celestial objects and describe patterns they observe in the sky. They demonstrate how different sounds can be produced and describe the effect of sound energy on objects. They identify ways to change materials without changing their material composition. They describe how people use science in their daily lives and how people use patterns to make scientific predictions. Students pose questions to explore observed patterns or relationships and make predictions based on experience. They suggest steps to be followed in an investigation and follow safe procedures to make and record observations. They use provided tables and organisers to sort and order data and represent patterns in data. With guidance, they compare their observations with those of others, identify whether their investigation was fair and identify further questions. They use everyday and scientific vocabulary to communicate observations, findings and ideas.