Year 3 Science · 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…

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Learning goalsSay it simply

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
Clean visual examplesOne-page board

Clean one-page examples

AC9S3I06 - Write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate
Example 1

class poster: visual and concise teacher report: method and data younger students: simple terms + labels

Example 2

purpose audience scientific vocabulary

Example 3

1. Model and notice Use the visual model to identify purpose, then explain the important features. Which material insulates best? Question / Method / Results labelled graph finding sentence scientific vocabulary conclusion

Example 4

2. Apply and compare Apply audience to a new example and compare the result. class poster: visual and concise teacher report: method and data younger students: simple terms + labels same science, different presentation

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: 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
Questions and answersWith answers

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.
Practice and reviewReady for practice
  • 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.

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 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
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