AC9S3H02 Year 3 Science

AC9S3H02 – Year 3 Science: Use and influence of science

Strand

Science as a human endeavour

Substrand

Use and influence of science

This Content Descriptor from Year 3 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

consider how people use scientific explanations to meet a need or solve a problem

Elaborations

• recognising how First Nations Australians observe and describe developmental changes in plants and animals to make decisions about when to harvest certain resources
• exploring the history of manure and compost use in agriculture and how composting can help improve soil condition and plant growth
• investigating how understanding of life cycles of insect pests such as fruit flies led to effective control strategies
• investigating why salt, was so important to people’s diets, food preservation and medicine in ancient times that it was known as ‘white gold’
• exploring how science knowledge of heat transfer has helped people develop different ways to cook food, such as by boiling, frying or roasting
• investigating how engineers test the insulation properties of materials, and how this information is used to design food and beverage packaging, building insulation or clothing

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASSCIY3

Year 3 Science Achievement Standard

By the end of Year 3 students classify and compare living and non-living things and different life cycles. They describe the observable properties of soils, rocks and minerals and describe their importance as resources. They identify sources of heat energy and examples of heat transfer and explain changes in the temperature of objects. They classify solids and liquids based on observable properties and describe how to cause a change of state. They describe how people use data to develop explanations. They identify solutions that use scientific explanations. Students pose questions to explore patterns and relationships and make predictions based on observations. They use scaffolds to plan safe investigations and fair tests. They use familiar classroom instruments to make measurements. They organise data and information using provided scaffolds and identify patterns and relationships. They compare their findings with those of others, explain how they kept their investigation fair, identify further questions and draw conclusions. They communicate ideas and findings for an identified purpose, including using scientific vocabulary when appropriate.