AC9S3I06 Year 3 Science

AC9S3I06 – Year 3 Science: Communicating

Strand

Science inquiry

Substrand

Communicating

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

write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate

Elaborations

• discussing how to construct simple reports of their investigations to share their predictions, methods, results and conclusions with their peers
• consulting First Nations Australians’ representations of living things as evidenced and communicated through formal and informal sharing of information
• writing a life-cycle story from the perspective of a living thing, including appropriate scientific terms for life stages
• creating posters to display around school on the importance of placing compostable lunchtime food scraps such as apple cores in compost bins for use in kitchen gardens
• collaborating to create a pictorial map of the school grounds showing where different rocks or soils can be found as part of the built or natural environment and creating a class display of rocks and soils collected
• creating an advertisement to promote a new insulated container design to parents of primary-school-aged children
• representing heat transfer using diagrams, digital drawings, arrows or labels using scientific vocabulary

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.