AC9S3I04 Year 3 Science

AC9S3I04 – Year 3 Science: Processing, modelling and analysing

Strand

Science inquiry

Substrand

Processing, modelling and analysing

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

construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns

Elaborations

• representing observed life stages by constructing models using recycled or craft materials
• constructing pictorial maps to show the location of different soil and rock types in the local environment
• constructing and using tables to explore the relationship between ambient temperature and time taken to melt
• using graphic organisers to compare properties of solids and liquids
• using column graphs to show melting time for ice in containers with different insulating layers

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.