Year 3 Science · AC9S3I02

Use provided scaffolds to plan and conduct investigations to answer questions or test predictions

use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the…

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Learning goalsSay it simply

Students learn to use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment. 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 changed variable
  • Use measured variable
  • Explain controlled variable
  • Apply in a new context
  • Justify with evidence
Clean visual examplesOne-page board

Clean one-page examples

AC9S3I02 - Use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment
Example 1

check hazards → choose equipment → write steps → teacher check → conduct → clean up

Example 2

changed variable measured variable controlled variable

Example 3

1. Model and notice Use the visual model to identify changed variable, then explain the important features. Element Plan change paper-towel brand measure mL absorbed keep same sheet size, water, time repeat 3 trials

Example 4

2. Apply and compare Apply measured variable to a new example and compare the result. check hazards → choose equipment → write steps → teacher check → conduct → clean up

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: use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment
  • E1: collaboratively identifying and ordering the steps in an investigation
  • E2: using a provided framework or graphic organiser to plan and identify what to change, what to keep the same and what to measure to make a test fair
  • E3: examining an example of a soil profile after soil has settled in water and planning an investigation to compare and contrast the components and particle sizes of different soils
  • E4: planning an investigation to determine which material is the best to keep substances cold
  • E5: discussing safety rules to follow when conducting investigations, such as following teacher instructions, manipulating equipment and materials with care and wearing appropriate personal safety gear, such as gloves, safety goggles and face masks when handling soils
  • E6: consulting with First Nations Australians to guide the planning of scientific investigations, including safety considerations for field investigations (teaching context)
Questions and answersWith answers

Core idea: Students learn to use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Remember

  • Recognise changed variable
  • Use measured variable
  • Explain controlled variable
  • Apply in a new context
  • Justify with evidence

Important questions

  • In a test of paper-towel brands, what should be changed? Explain using the model or evidence above.
  • Complete the fair-test rule. Explain using the model or evidence above.
  • Explain plan a fair paper-towel test. Explain using the model or evidence above.
  • Correct: Several factors changed. Explain using the model or evidence above.
Practice and reviewReady for practice
  • Several factors changed — Change one tested factor at a time.
  • 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 use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment. 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 changed variable
  • Use measured variable
  • Explain controlled variable
  • Apply in a new context
  • Justify with evidence
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