AC9S3I06: Write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate

Students learn to write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate. 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 purpose
• Use audience
• Explain scientific vocabulary
• Apply in a new context
• Justify with evidence

purpose

the reason a text is created

audience

the intended reader, viewer or listener

scientific vocabulary

precise terms used to communicate science

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

• Content description: write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate
• E1: discussing how to construct simple reports of their investigations to share their predictions, methods, results and conclusions with their peers
• E2: consulting First Nations Australians’ representations of living things as evidenced and communicated through formal and informal sharing of information (teaching context)
• E3: writing a life-cycle story from the perspective of a living thing, including appropriate scientific terms for life stages
• E4: creating posters to display around school on the importance of placing compostable lunchtime food scraps such as apple cores in compost bins for use in kitchen gardens
• E5: collaborating to create a pictorial map of the school grounds showing where different rocks or soils can be found as part of the built or natural environment and creating a class display of rocks and soils collected
• E6: creating an advertisement to promote a new insulated container design to parents of primary-school-aged children
• E7: representing heat transfer using diagrams, digital drawings, arrows or labels using scientific vocabulary

Use reliable, community-approved sources and identify the specific Nation, People or community where the source does. Do not present diverse First Nations knowledges as one generic tradition. Follow local cultural and intellectual property protocols before reproducing cultural material or inviting community participation.

Core idea: Students learn to write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Remember

• Recognise purpose
• Use audience
• Explain scientific vocabulary
• Apply in a new context
• Justify with evidence

Important questions

• Which sentence communicates a finding precisely? Explain using the model or evidence above.
• Complete the communication rule. Explain using the model or evidence above.
• Explain organise a short investigation report. Explain using the model or evidence above.
• Correct: Data dumped without message. 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.

• Data dumped without message — State the finding and connect it to evidence.
• 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 And create texts to communicate findings and ideas for identified...

Mapped skill: write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate

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