Year 3 Science · 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…

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Learning goalsSay it simply

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
Clean visual examplesOne-page board

Clean one-page examples

AC9S3I05 - Compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions
Example 1

one changed factor same controls suitable measurement repeated trials safe method

Example 2

finding fair test conclusion

Example 3

1. Model and notice Use the visual model to identify finding, then explain the important features. Group Average melting time A 6 min B 8 min C 7 min

Example 4

2. Apply and compare Apply fair test to a new example and compare the result. one changed factor same controls suitable measurement repeated trials safe method

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: 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
Questions and answersWith answers

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.
Practice and reviewReady for practice
  • 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.

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 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
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