AC9S3I05: Compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions

Students learn to compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions. 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 finding
• Use fair test
• Explain conclusion
• Apply in a new context
• Justify with evidence

finding

a result or pattern identified from data

fair test

an investigation that controls relevant variables

conclusion

a statement answering the question using evidence

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

• Content description: compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions
• E1: comparing findings, such as about best insulators, with those of others and identifying further questions based on differences in findings
• E2: discussing the factors that make investigations fair and evaluating the fairness of their own and others’ investigations
• E3: drawing conclusions based on consideration of their own and others’ findings
• E4: identifying further questions for investigation based on observations, differences in findings or new ideas

Core idea: Students learn to compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Remember

• Recognise finding
• Use fair test
• Explain conclusion
• Apply in a new context
• Justify with evidence

Important questions

• Which feature most supports a fair comparison? Explain using the model or evidence above.
• Complete the conclusion rule. Explain using the model or evidence above.
• Explain compare findings from two groups. Explain using the model or evidence above.
• Correct: Different result means someone is wrong. Explain using the model or evidence above.

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.

• Different result means someone is wrong — Chance variation or method differences may explain it.
• Feature named without effect — Explain how the feature changes meaning or outcome.
• One example treated as a rule — Test the idea with another example.

This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.

Curriculum equivalents for Findings with those of others, consider if investigations were fair...

Mapped skill: compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• Next Generation Science Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9S3U01: Compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals
• AC9S3U02: Compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources
• AC9S3U03: Identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another
• AC9S3U04: Investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state
• AC9S3H01: Examine how people use data to develop scientific explanations
• AC9S3H02: Consider how people use scientific explanations to meet a need or solve a problem
• AC9S3I01: Pose questions to explore observed patterns and relationships and make predictions based on observations
• 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