AC9S3I02 Year 3 Science

AC9S3I02 – Year 3 Science: Planning and conducting

Strand

Science inquiry

Substrand

Planning and conducting

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

use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment

Elaborations

• collaboratively identifying and ordering the steps in an investigation
• using a provided framework or graphic organiser to plan and identify what to change, what to keep the same and what to measure to make a test fair
• examining an example of a soil profile after soil has settled in water and planning an investigation to compare and contrast the components and particle sizes of different soils
• planning an investigation to determine which material is the best to keep substances cold
• discussing safety rules to follow when conducting investigations, such as following teacher instructions, manipulating equipment and materials with care and wearing appropriate personal safety gear, such as gloves, safety goggles and face masks when handling soils
• consulting with First Nations Australians to guide the planning of scientific investigations, including safety considerations for field investigations

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.