You will learn
- Draw what they observe carefully.
- Label a drawing with simple words.
- Add a title and the day to a record.
- Use a drawing to share what they found.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A record keeps what we find out.
- A science drawing shows what we really see.
- Labels name the parts of a drawing.
- A title and a day tell what and when.
Words to know
to keep what we find out by drawing or writing
a word that names a part of a drawing
the name of a drawing or a piece of writing
a small part that helps us show something clearly
1. Discover: Ama’s seed book
Ama looks at her bean seedling each morning. She draws it in her science book. She writes “Day 1” at the top. She labels the leaf and the stem. Next week Ama can look back at her pictures and see how her plant changed.
Think: Why did Ama write the day on each drawing?
2. Understand: How to make a science drawing
Idea 1: Why we record
We cannot remember everything we see. A record keeps what we find out. We can look at it later and share it with other people.
Idea 2: Draw what you see
A science drawing shows what is really there. Look closely, use a pencil, draw big and clear, and draw only what you see. You can colour it if that helps.
Idea 3: Titles, days and labels
Write a title at the top and the day or date. Add labels with lines that point to the parts.
3. Worked examples
Example 1 (I show you): Draw a leaf
You have a leaf from the school yard.
- Look closely at the leaf for one minute.
- Draw its outline big and clear.
- Add the main lines and write “leaf” with a line pointing to it.
Answer: A clear drawing of the leaf with a title and a label.
Example 2 (We do it together): Fix the drawing
A drawing has no title and its labels are far away from the parts.
- Add a title at the top.
- Move each label next to its part.
- Draw a line from each label to its part.
Answer: The drawing needs a title and labels with lines to the parts.
Example 3 (You try): Record a change
Day 1: the seed is in the soil. Day 4: a small shoot can be seen. Draw Day 4.
Show the steps and answer
- Write “Day 4” at the top.
- Draw the soil and the small shoot.
- Label the shoot.
Answer: A drawing labelled Day 4 that shows a small shoot above the soil.
Did you know?
Scientists keep notebooks. Long ago, Leonardo da Vinci filled notebooks with careful drawings of what he saw.
Why this matters
A clear record lets us compare changes and share our findings with other people.
4. Explore: Draw a leaf or a stone
Work on your own with a safe object.
- Look at the object for one minute.
- Draw it big and clear with a pencil.
- Add a title and labels for two parts.
- Show your drawing to a partner and say what you see.
Think about it: what did you notice?
Does your drawing show what you see? Careful drawing helps us notice more.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- My title is ___.
- I drew ___.
- The label ___ points to ___.
- I saw ___.
Guided practice
Question 1. What do we call a word that names a part of a drawing?
A label.
Question 2. Where do we write the title?
At the top.
Question 3. What do we draw with in science: a pencil or a toy?
A pencil.
Independent practice
Level 1: Start
- What do we call a word that names a part of a drawing?
- Where do we write the title?
- What do we draw with in science: a pencil or a toy?
- Why do we record what we see?
- Should we draw what we see or what we imagine?
Level 2: Grow
- Why write the day on a drawing?
- Draw and label a leaf. Name two parts you labelled.
- What is missing from a drawing with no title?
Level 3: Stretch
- Look at your hand. Draw it with two labels.
- Ama drew her seed on Day 1 and on Day 4. What can she learn by comparing?
- Why should labels have lines to the parts?
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
How can drawing help you remember what a plant looked like last week?
Show a sample answer
You can compare drawings from different days.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: A science drawing has to be clear and true to what you see.
Fix: Scientists draw what they actually see.
8. Lesson summary and revision card
- I can draw what they observe carefully.
- I can label a drawing with simple words.
- I can add a title and the day to a record.
- I can use a drawing to share what they found.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A record keeps what we find out.
- A science drawing shows what we really see.
- Labels name the parts of a drawing.
- A title and a day tell what and when.
11. Next lesson
Next lesson: Science safety rules. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a science drawing? [2 marks]
- Write two things every science drawing should have. [2 marks]
- Why write the day on a drawing? [2 marks]
- What does a label do? [2 marks]
- Describe a drawing of a leaf with a label. [2 marks]
Total: 10 marks.
Marking guide and model answers
- A drawing of what we really see [1]; clear and labelled [1]
- Any two: title; labels; day or date; clear outline [1 each]
- To show when it was seen [1]; to compare changes [1]
- Names a part [1]; has a line to the part [1]
- A leaf shape [1]; one label with a line [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What do we call a word that names a part of a drawing?
- Where do we write the title?
- What do we draw with in science: a pencil or a toy?
- Why do we record what we see?
- Should we draw what we see or what we imagine?
- Why write the day on a drawing?
- Draw and label a leaf. Name two parts you labelled.
- What is missing from a drawing with no title?
- Look at your hand. Draw it with two labels.
- Ama drew her seed on Day 1 and on Day 4. What can she learn by comparing?
Homework
Draw a plant or a fruit at home. Add a title, the day and two labels. Show it to someone and say what you found.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What do we call a word that names a part of a drawing? | A label. | 1 |
| 2. Where do we write the title? | At the top. | 1 |
| 3. What do we draw with in science: a pencil or a toy? | A pencil. | 1 |
| 4. Why do we record what we see? | To keep what we find and share it. | 1 |
| 5. Should we draw what we see or what we imagine? | What we see. | 1 |
| 6. Why write the day on a drawing? | To know when we saw it and to see changes. | 1 |
| 7. Draw and label a leaf. Name two parts you labelled. | Any two correct parts, such as leaf and stalk. | 1 |
| 8. What is missing from a drawing with no title? | We do not know what it is about. | 1 |
| 9. Look at your hand. Draw it with two labels. | A clear drawing with two labels. | 1 |
| 10. Ama drew her seed on Day 1 and on Day 4. What can she learn by comparing? | She can see how the plant changed. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 A label.; 2 At the top.; 3 A pencil.; 4 To keep what we find and share it.; 5 What we see.. Level 2: 1 To know when we saw it and to see changes.; 2 Any two correct parts, such as leaf and stalk.; 3 We do not know what it is about.. Level 3: 1 A clear drawing with two labels.; 2 She can see how the plant changed.; 3 So everyone knows which part each label names..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Draw what they observe carefully | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Label a drawing with simple words | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Add a title and the day to a record | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Use a drawing to share what they found | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “A science drawing has to be beautiful.” A science drawing has to be clear and true to what you see.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Draw one simple object together, then add a title and one label.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to record observations in clear, labelled drawings. You do not need to be an expert to help.
- Let your child draw a plant or a pet and add labels.
- Ask, “What do you see? What will you call it?”
- Keep the drawings so you can compare them later.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: draw what they observe carefully; label a drawing with simple words; add a title and the day to a record; use a drawing to share what they found.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. Pencils, crayons, plain paper or notebooks, safe leaves and stones. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Collect leaves or stones. Draw an example on the board with a title, a day and a label line.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Show Ama’s drawings of Day 1 and Day 4 and ask what changed.
Explanation (10 min). Teach the three drawing rules: look closely, draw big and clear, add a title, a day and labels.
Guided activity (10 min). Learners draw a leaf or a stone, then add labels.
Independent activity (10 min). Pairs share their drawings and say what they see.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What do you see? What is the title? Which parts need labels?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “A science drawing has to be beautiful.” A science drawing has to be clear and true to what you see.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Draw one simple object together, then add a title and one label. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 1, topic 9; Next Generation Science Standards, practices of observing and communicating; Cambridge Primary Science Stage 1, recording observations; IB Primary Years Programme, inquiry-based learning. These sources informed the lesson.