AC9S3U03 Year 3 Science

AC9S3U03 – Year 3 Science: Physical sciences

Strand

Science understanding

Substrand

Physical sciences

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

identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another

Elaborations

• exploring how we sense heat and identifying sources of heat such as the sun, fire, electrical devices and geothermal springs
• recognising that changes in heat energy can be measured using a thermometer
• observing and, with assistance, measuring, what happens when a cold object is placed in direct contact with a warm object and proposing explanations
• modelling the movement of heat from one object to another using drawing or role-play
• investigating how well heat is transferred by different types of materials such as metals, plastics and ceramics and identifying how materials are used to keep things hot and cold
• exploring how First Nations Australians developed clothing from animal skins such as possum furs and kangaroo skin cloaks that trap heat close to the body to stay warm

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.