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AC9S3I05: Year 3 Science Content Descriptor – Evaluating
AC9S3I05 Year 3 Science

AC9S3I05 – Year 3 Science: Evaluating

Strand
Science inquiry
Substrand
Evaluating

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

compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions

Elaborations

  • • comparing findings, such as about best insulators, with those of others and identifying further questions based on differences in findings
  • • discussing the factors that make investigations fair and evaluating the fairness of their own and others’ investigations
  • • drawing conclusions based on consideration of their own and others’ findings
  • • identifying further questions for investigation based on observations, differences in findings or new ideas

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.