Year 3 Science · AC9S3H01

Examine how people use data to develop scientific explanations

Students learn to examine how people use data to develop scientific explanations. They use the visual model, precise vocabulary and evidence to explain and apply the…

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Learning goalsSay it simply

Students learn to examine how people use data to develop scientific explanations. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Learning routine: Observe → Model → Investigate → Record → Explain

Success looks like

  • Recognise claim
  • Use evidence
  • Explain reasoning
  • Apply in a new context
  • Justify with evidence
Clean visual examplesOne-page board

Clean one-page examples

AC9S3H01 - Examine how people use data to develop scientific explanations
Example 1

1. Model and notice Use the visual model to identify claim, then explain the important features. Claim Dark material warmed faster Evidence 30°C → 42°C versus 30°C → 36°C Reasoning the measured pattern supports the claim

Example 2

2. Apply and compare Apply evidence to a new example and compare the result. 20 0 25 2 31 4 36 6

Example 3

3. Create and explain Create an example using claim, evidence and reasoning. claim evidence reasoning

Example 4

Content description: examine how people use data to develop scientific explanations

Curriculum examplesCopied content

The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning.

  • Content description: examine how people use data to develop scientific explanations
  • E1: investigating the stories of people who used multiple observations to develop scientific explanations, such as 17th-century entomologist and naturalist Maria Sibylla Merian, who was the first to record the nature of metamorphosis
  • E2: exploring how farmers use soil tests to monitor and manage the health of farms
  • E3: investigate how 18th-century physicists such as Jean Ingenhousz and Sir Benjamin Thompson collected data on conduction of heat to determine the best conductors or insulators
  • E4: exploring age-appropriate science reports and journal articles and identifying where in the text the author has included data, findings or explanations
  • E5: viewing a documentary or webinar and observing how scientists and researchers share their data and explanations
Questions and answersWith answers

Core idea: Students learn to examine how people use data to develop scientific explanations. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Remember

  • Recognise claim
  • Use evidence
  • Explain reasoning
  • Apply in a new context
  • Justify with evidence

Important questions

  • Which statement is a supported scientific explanation? Explain using the model or evidence above.
  • Complete the explanation structure. Explain using the model or evidence above.
  • Explain build a claim–evidence–reasoning explanation. Explain using the model or evidence above.
  • Correct: Opinion used as evidence. Explain using the model or evidence above.
Practice and reviewReady for practice
  • Opinion used as evidence — Scientific evidence comes from relevant observations or measurements.
  • Feature named without effect — Explain how the feature changes meaning or outcome.
  • One example treated as a rule — Test the idea with another example.

Read the topic guide and use the teacher slide for instruction. Students can then use the worksheet for written work, open Practice for supported feedback, or take the Test when they are ready.

Curriculum alignmentStart here

Students learn to examine how people use data to develop scientific explanations. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Learning routine: Observe → Model → Investigate → Record → Explain

Success looks like

  • Recognise claim
  • Use evidence
  • Explain reasoning
  • Apply in a new context
  • Justify with evidence
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