Comparing Observations

WALT (We Are Learning To)

• Compare our own scientific observations with those of our classmates.
• Discuss similarities and differences in what we observed.
• Ask new questions based on what we found.

Success Criteria

• I can share what I observed during our investigations.
• I can listen to others’ observations and note similarities and differences.
• I can ask questions to help us learn more about the materials we studied.
• I can work respectfully with my classmates during discussions and activities.

Victorian Curriculum Links

• Science Inquiry Skills:
  • AC9S1I05: Compare observations with predictions and others’ observations, consider if investigations are fair, and identify further questions with guidance.
  • AC9S1I03: Make and record observations, including informal measurements, using digital tools as appropriate.
• Science Understanding (Foundation level context adapted with scaffolded support):
  • Exploring properties of materials through observation and comparison.
• General Capabilities:
  • Critical and Creative Thinking
  • Personal and Social capability (Respect, Responsibility)
• Cross-curriculum priorities:
  • Recognising First Nations Australians’ knowledges through respectful sharing and collaboration.

Time Allocation & Lesson Flow (60 minutes total for 25 students)

Time	Activity	Description	Notes for Differentiation/Extension
5 min	Warm Up: Reflecting on Our Investigations	Gather students in a circle. Recall what materials they observed in previous lessons. Briefly discuss what they looked for or noticed. Use a large chart with images to support memory and vocabulary.{.dyslexia-friendly}	Use picture cues to support students with reading difficulties. Encourage oral sharing rather than writing at this stage.
15 min	Pair Share: Comparing Observations	Students pair up to share their observations about the materials they explored in lessons 1-6. Use sentence starters: "I saw that...", "My item is like/different because...". Provide printed sentence strips for support.{.dyslexia-friendly}	For students needing more support, allow drawing observations instead of verbalising. Advanced students can be challenged to describe reasons for similarities or differences using simple scientific words.
10 min	Class Chart Creation: Observations Wall	Collect pairs’ comparisons and record them on a large visible chart under headings “Similarities” and “Differences”. Use visuals and simple words. Each pair contributes at least one observation to the chart.	Visual supports and keywords help struggling readers. Advanced learners can suggest questions based on the observations.
10 min	Group Discussion: Asking Questions	In small groups (4-5 students), discuss what questions the observations make them curious about (e.g., "Why does this material feel soft but that one feels hard?"). Record questions on sticky notes. Emphasise respect during discussions (listening when others speak).	Scaffold with sentence frames: “I wonder why…”, “What would happen if…” for all learners. Extension: encourage question sorting (e.g., easy/hard to investigate).
15 min	Reflection and Drawing: What Did We Find?	Individually, each student draws a picture of what they found interesting, then writes or dictates a sentence about their observations or questions. Provide sentence starters and word banks. Display drawings in the classroom as part of ongoing science inquiry.	Dyslexia-friendly option: allow voice recording or scribing by teacher/aide. Extension: encourage some students to explain aloud their drawing and sentence.
5 min	Wrap-Up / Values Reinforcement	Recap the importance of honesty in sharing our findings, respect for others’ ideas, and responsibility in taking good care of materials and peers during investigation. Praise students’ collaboration and curiosity.	Reinforce school values: Responsibility, Respect, Honesty.

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Differentiation Strategies for Diverse Learners

• Use visual aids (pictures, charts, sentence strips) to support comprehension and expression.
• Pair oral communication with drawing or video-recording for those with writing difficulties or dyslexia.
• Support vocabulary with word banks related to materials and observations.
• Provide one-on-one support or small group assistance where needed.
• Use simple sentence starters to scaffold speaking and writing.
• Offer extra time for those who need it.
• Encourage peer support in mixed-ability pairs.

Extension Activities for Advanced Learners

• Challenge students to use scientific vocabulary such as “texture”, “hard”, “soft”, “rough”, “smooth”.
• Introduce concepts of “properties” or “characteristics” of materials where appropriate.
• Ask students to hypothesise causes of differences in observations.
• Encourage students to design a simple further experiment or question to explore more about a material property.
• Use digital tools to create a simple presentation or video explaining their findings.

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Resources Needed

• Large chart paper or whiteboard for class observations chart.
• Sentence starter strips (printed).
• Sticky notes for questions.
• Drawing materials (paper, crayons, pencils).
• Visual aids depicting materials and observation vocabulary.
• Optional: tablets or voice recorders for dyslexia-friendly recording.

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Links to School Values

• Responsibility: Taking care with materials, listening attentively during discussions.
• Respect: Listening to and valuing classmates’ observations and questions.
• Honesty: Sharing truthful observations and acknowledging when unsure.

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This lesson builds on prior lessons of the unit "Exploring Materials and Observations," allowing students to consolidate and articulate their learning journey, deepen their inquiry, and practise important social and scientific skills, all carefully aligned to the Victorian Curriculum Prep level Inquiry Skills standard AC9S1I05 and observation skills AC9S1I03 . It places strong emphasis on respectful collaboration and inclusion, catering to a diverse classroom with clear scaffolds and opportunities for extension.