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Educ3221 Overview

The document summarizes the Australian Curriculum for science in Year 3. It includes 6 sub-strands covering biological, chemical, earth and space, and physical sciences. The key content areas are classifying living and non-living things, states of matter, day and night cycles, and heat transfer. The achievement standard indicates that students will learn to group and classify observations, understand energy flows, recognize patterns from data, and communicate findings.

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63 views1 page

Educ3221 Overview

The document summarizes the Australian Curriculum for science in Year 3. It includes 6 sub-strands covering biological, chemical, earth and space, and physical sciences. The key content areas are classifying living and non-living things, states of matter, day and night cycles, and heat transfer. The achievement standard indicates that students will learn to group and classify observations, understand energy flows, recognize patterns from data, and communicate findings.

Uploaded by

api-429460604
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Australian Curriculum: Science (Year 3)

Sub-strands Content Descriptions Achievement Standard

• Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) In Year 3, students observe heat and its effects on
Biological sciences
solids and liquids and begin to develop an

Chemical sciences • A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046) understanding of energy flows through simple

systems. In observing day and night, they develop


Earth and space sciences • Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
an appreciation of regular and predictable cycles.
• Heat can be produced in many ways and can move from one object to another (ACSSU049)
Physical sciences Students order their observations by grouping

Nature and development • Science involves making predictions and describing patterns and relationships (ACSHE050) and classifying; in classifying things as living or
of science
non-living they begin to recognise that

Use and influence of • Science knowledge helps people to understand the effect of their actions (ACSHE051)
classifications are not always easy to define or
science

• With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior apply. They begin to quantify their observations
Questioning and
predicting knowledge (ACSIS053)
to enable comparison and learn more
Planning and conducting • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and
equipment (ACSIS054) sophisticated ways of identifying and
• Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations
accurately (ACSIS055) representing relationships, including the use of

Processing and analysing • Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)
• Compare results with predictions, suggesting possible reasons for findings (ACSIS215) tables and graphs to identify trends. They use
data and information
their understanding of relationships between
Evaluating • Reflect on investigations, including whether a test was fair or not (ACSIS058)
components of simple systems to make
Communicating • Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)
predictions.

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