Australian Curriculum: Science (Year 3)

Sub-strands Content Descriptions Achievement Standard

Biological • Living things can be grouped on the basis of observable features and can be distinguished from By the end of Year 3, students
sciences non-living things (ACSSU044) use their understanding of the
Science understanding

movement of the Earth, materials

Chemical • A change of state between solid and liquid can be caused by adding or removing heat and the behaviour of heat to
sciences (ACSSU046) suggest explanations for
everyday observations They
Earth and space • Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048) describe features common to
sciences living things. They describe how
they can use science
Physical • Heat can be produced in many ways and can move from one object to another (ACSSU049) investigations to respond to
sciences questions and identify where
people use science knowledge in
• Science involves making predictions and describing patterns and relationships (ACSHE050) their lives.
Nature and
development of
Students use their experiences to
endeavour (year 3-4)

science
Science as a human

pose questions and predict the

outcomes of investigations. They
• Science knowledge helps people to understand the effect of their actions (ACSHE051) make formal measurements and
Use and follow procedures to collect and
influence of
science present observations in a way that
helps to answer the investigation
questions. Students suggest
possible reasons for their
findings. They describe how
Questioning and • With guidance, identify questions in familiar contexts that can be investigated scientifically safety and fairness were
and predict what might happen based on prior knowledge (ACSIS053)
Science inquiry skills

predicting considered in their investigations.

They use diagrams and other
Planning and • Suggest ways to plan and conduct investigations to find answers to questions (ACSIS054) representations to communicate
(Year3-4)

conducting • Safely use appropriate materials, tools or equipment to make and record observations, using their ideas
formal measurements and digital technologies as appropriate (ACSIS055)

Processing and • Use a range of methods including tables and simple column graphs to represent data and to
analysing data identify patterns and trends (ACSIS057)
and information
 Australian Curriculum: Science (Year 3)

Sub-strands Content Descriptions Achievement Standard

• Compare results with predictions, suggesting possible reasons for findings (ACSIS215)

Evaluating • Reflect on the investigation, including whether a test was fair or not (ACSIS058)

Communicating • Represent and communicate ideas and findings in a variety of ways such as diagrams, physical
representations and simple reports (ACSIS060)

General Capabilities Cross Curriculum Priorities Notes:

• Literacy • Aboriginal and Torres Strait Islander
• Numeracy
histories and cultures
• Information and communication
technology (ICT) competence • Asia and Australia’s engagement
• Critical and creative thinking with Asia
• Ethical behaviour
• Personal and social competence • Sustainability
• Intercultural understanding
 English CONCEPT MAP Maths
Write an non-fiction narrative A lesson based on the weather
about if the world was to stop and comparing how the
orbiting the sun. temperature changes throughout
Concept: Earth and space science the day and why this happens.
(Rotation of earth)
Term: 2
Weeks: 1-10

©The University of Notre Dame 2010 developed by C McGunnigle

Health & Physical Education

Make a human solar system by joining hands around
a person as the sun.

History The Arts

Change in technology used Complete an artwork using
to tell the time and shadows by using the
weather. window to trace picture.
• Sun dial
• Barometer

Aboriginal dream time

stories about the seasons
and changes in weather
 FORWARD PLANNING DOCUMENT

TERM/WEEKS:Term 2 wk1-10 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

• To capture student interest and find out what they know about XXXXX
• To elicit students’ questions/ prior knowledge about XXXXX
• Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

W1L Earth's rotation on its Students will be DIAGNOSTIC Introduction

1 axis causes regular able to: 1. Checklist of Introduce concept and that we will be learning “How are changes
changes, including day 1. Write one each about day and night and how the earth orbits the in the sky that you
and night. response for question sun to make this happen.
each of the learnt in year one
(ACSSU048) being Students think, pair, share “How are changes in the
three questions related to day and
sky that you learnt in year one related to day and
Ways products, services on a google answered. night?”
night?”
and environments are doc about day 2. Checklist of
Students open the google slides on their iPad and While presenting
designed to meet and night. ability to answer the questions to discuss. Projector
ask students:
community needs show what https://docs.google.com/presentation/d/1YCk39V
2. Show the What evidence can
(ACTDEK010) day and night ACoiQZ6emsoo4ONIVown96DjQruv5nL4COC4Y/edi
changes from you find that tells
day to night by looks like t?usp=sharing you what moves
making a cycle accurately Including questions such as: out of the earth or
with paper and 1. How would you describe the changes that the moon?
3. Anecdotal
texters. happen in day and night?
notes on
2. How would you describe the picture Sun cycle
3. Construct a student’s
below? (refer to resources panel.) prompting
device out of ability to
natural pose and questions:
materials to
Body What would
answer
protect happen if there
residents in a questions Present the orbiting and rotation of the earth by was no sunrise in
town that are relevant to using a basketball for the earth, a torch for the sun our cycle? Basketball,
always in and a mirror to show the moons reflection. How would you torch and
the topic.
daylight. Activity 2: Sun cycle describe the mirror
Students are to create 4 different scenes on importance of
paper of 4 different times of the day (sunrise, this sun cycle?
day, sunset, night). In these scenes they are to
show what they do during that time and what Recycled
it looks like. They can use, crepe paper, texters materials,
and coloured paper. Save the town scissors, hot
ENABLING: Prompting images to help with the Prompting glue gun,
cycle. questions: paper.
EXTENSION: Including time in the cycle. What would
Students are presented with a design brief and happen if it was Cycle
they begin to plan a prototype for their device. always night time worksheet,
SAVE THE TOWN! on earth? Crepe paper,
Students a presented with a problem, that What could be cellophane,
there is a town that is in constant daylight. done to minimize texters.
Students must design and create a device that the effects of the
helps people in the through the dangers of the darkness on
harsh sun. Students can use recycled people that live
materials, hot glue gun and glue. Students in the town? Exit slip.
must also annotate their design on a piece of
paper.
Health and safety regulations:
Use of hot glue gun, scissors and breaking of
natural materials needs to be supervised.
Conclusion
Students must write out an exit slip with:
• How they would summarize their learning
today?
• What would you suggest we focus on in
this topic?

Wk 1 L2 Continue above lesson by swapping over groups

Lesson 1 Resources Extension sun cycle
 5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills

Wk 2 Earth's rotation on its Students will be FORMATIVE Introduction During quiz: Powerpoint
L1 axis causes regular able to: 1. Rubric Students are to play a quiz game. A quiz will be “How did you
changes, including day 1. Draw their own assessing played on the projector with questions about the know this
and night. interpretation of these points size, movement and shapes of the earth, moon was the
(ACSSU048) movement of as the and sun. Each corner of the room will be labelled answer to
the earth around highest mark. A, B, C and D. Students are to walk to the corner the
Represent and the sun. • Draws Sun, they believe the answer is. question?”
communicate ideas and moon and
findings in a variety of earth in Body During Body:
ways such as diagrams, 2. Explain what a Introduce to students 3 objects, a basketball, What makes 3 objects for
correct
physical representations revolution and a Styrofoam ball with a hole in the centre and you think presentation
positioning.
and simple reports rotation of the peppercorn. that this size
(ACSIS060) • Shows earth
earth is and how Get students to think, pair and share what objects object would
orbiting sun
they are feeling they think match the sun, earth and moon. be the best
with an axis. Get students sitting in a circle and get three for the
about the topic
• Shows students to hold one object and demonstrate how sun/moon/ea
by writing on an
moon the movement works. (E.g. earth spinning and rth?”
exit slip.
orbiting orbiting around the sun while the moon orbits
earth. around the earth.)
2. Checklist Make students aware of the axis by taping a pipe
using the cleaner in the centre of the Styrofoam ball for the
traffic light axis.
system. Show students the difference between revolution
Green- and rotation (make a point that rotation is the
understand earth spinning on the axis) and how many days it
takes to do each.
 Orange- Get students to replicate this in small groups
almost people.
Red- do not Students will then get a chance to draw their own
understand interpretation of what happens in the movement A3 sheets of
Assessing by drawing it themselves on an A3 piece of paper. paper
these points: Enabling: Students work in a group of 4-5
• Explains students
revolution Extension: Students work in a group of two. Exit slips
Health and safety regulations:
• Explains
Students must use caution when moving around
rotation
the classroom with objects and be aware of their
• How
surroundings.
he/she is Conclusion
feeling Students must write an exit slip and explain what it
about the means when the earth does a revolution but also
topic. rotates. They must also circle how they are feeling
about the topic by circling the emoji from confused
to happy on how they are feeling.

Wk 2 /L2 Lesson on observing the sun in a journal and the changes during the day.
Week 2 Lesson one assessment
Name
Natalie
Nathan
Jack
Ability to draw the sun,
moon and earth in the
correct positions.
Draws the earth
correctly with an axis.
Shows the correct
movement of each
planet.
Explains revolution
A B
Drew the sun as the largest
size in the centre of the
picture with the earth at a
moderate size and the
moon as the smallest planet
in the earths orbit. Also
uses accurate spacing
between all objects.
Drew the earth on a slight
tilt with a dotted axis down
the middle.
Shows the sun in the centre
with the earth sitting on a
line that is the orbit around
the sun. The moon is
positioned next to the earth
with a line around the earth
as the moons orbit. Shows
or explains the earth’s
rotation on its axis.
Explains rotation
Drew the sun, earth and
moon in the correct
positions with accurate
sizing.
Drew the earth with a
dotted axis down the
middle.
Shows the sun in the centre
with the earth sitting on a
line that is the orbit around
the sun. The moon is
positioned next to the earth
with a line around the earth
as the moons orbit.
Feeling on topic
J
L
:I
C D
Drew the sun, earth and Did not meet the criteria
moon in the correct above.
positions.
Drew an earth in the correct Did not meet the criteria
positioning. above.
Shows the sun in the centre Did not meet the criteria
with the earth sitting on a above.
line that is the orbit around
the sun.
 5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills

Wk 3 Earth's rotation on its Students will be FORMATIVE Introduction After video: Projector
L1 axis causes regular able to: Watch this video as a summary of the content that “What were
changes, including day 1. Constructs a Rubric assessing has been learnt and students must remember two the main
and night. model sun, these points as take always to tell their partner. ideas of this
(ACSSU048) earth, axis and the highest https://www.youtube.com/watch?v=l64YwNl1wr0 video?”
moon from a grade:
Represent and • Constructs Body “What were Template,
template and
communicate ideas and Students are to cut out the template of a sun,
annotate a moon, sun some scissors, glue,
findings in a variety of moon and earth.
revolution and and earth interesting pencil.
ways such as diagrams,
from They then attach them together using split pins facts that you
physical representations rotation.
template and glue It in their book. didn’t know
and simple reports 2. Give effective
(ACSIS060) correctly Students will be given a pipe cleaner to add as the already?”
feedback to their
axis. They must decide where the axis should go on
partner by telling • Annotates a
their model.
them two revolution
Students must annotate their model with an
positive points to a high
explanation of what rotation and revolution is and Coloured pen
and one standard how long it takes for these to be completed. (365
improving point. • Annotates a days/ 1 year OR 24 hours/ 1 day)
rotation to a Students will complete a gallery walk of other
high students work.
standard Enabling: Students work in a small group with the
teacher and use pictures as a guide.
Checklist with Extension: work independently and include a
traffic light definition of a revolution and rotation.
system (key Health and safety regulations:
stated above) Students must use caution when using split pins
Assessing these and ask for help when needed. Students must also
points: be aware of others work and their surroundings
when completing a gallery walk.
• Can give Conclusion
two positive Students show their partner what they have
points to a written, and students give them feedback in the
partner form of two stars and a wish in a coloured pen on
• Can give their work.
one
improving
point to a
partner
• Can receive
effective
feedback.
Week 3 lesson 1 resources

Science
My Name: __________ My partners name: ____________
 5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
• To use investigative/ inquiry skills
• Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills

Wk 3 Earth's rotation on its Students will be SUMMATIVE- Introduction Introduction: Projector with
L2 axis causes regular able to: Science Show students a picture of a sun dial, get them to “What clues image of
changes, including day
and night. Inquiry Skills predict what it is used for and tell their partner. can you use sundial
Make a prediction Explain to student’s sun dials were used when we to tell your
(ACSSU048) Checklist using
of what will didn’t have clocks and people used them to tell the partner what
traffic light
happen to the time. this device is
Use a range of methods system
shadow of a stick Tell students they will be investigators to find out used for?”
including tables and assessing these
when it is left out whether sun dials are accurate by making their
simple column graphs to points:
in the sun. own.
represent data and to • Can make a Body Stick, paper
identify patterns and
prediction Students will be given a paper plate, playdough plate,
trends (ACSIS057)
Observe and and sticks to create their sun dial. playdough,
complete a table Rubric assessing Students will draw lines to predict what the sticks pen.
Compare results with
on the these points as position and height of their shadow will look like at
predictions, suggesting
investigations of the highest three times during the day.
possible reasons for
findings (ACSIS215) the height of the grade: They must then fill out their worksheet with: Investigation
shadows at 3 • Can observe • Equipment worksheet
times of the day. an
• How to set it up
investigation
• 3 variables (change, measure/observe and keep
and collect
the same)
data of the
• Prediction
height of the
• Table with a column for 3 times of the day
sticks
another column for the prediction heights and
shadow.
a column for the actual heights.
• Can complete
• Graph data as a line graph.
a table of the
• ENABLING: work in partners and only
data
complete 2 times during the day.
correctly.
 • EXTENSION: observe 5 times of the day.

Throughout the day students will mark the shadow

at three times of the day and compare their
prediction to the real data.
Health and safety regulations:
Students must wear a hat when going outside.
Students must use caution when using sticks and
must walk around with the sticks by their sides not
in front of them.
Conclusion
Fill out an evaluation sheet explaining their
experiment with questions such as:
• Was your prediction the same as you results?
• How did the shadow change in the
experiment?
• Why did the shadow change in the
experiment?
• Was your sundial accurate to tell the time?

This lesson will be completed over two periods

Week 3 lesson 2 resources
 5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
• Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE EXPERIENCES QUESTIONS
N (what & how)
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavou Skills
r
Earth's rotation on its Students will be SUMMATIVE- Science Introduction “What are
axis causes regular able to: Understanding Recap for students on the work completed some ideas
changes, including day 1. Checklist using a in the unit. we have
and night. 1. Participate in a traffic light system Recap their knowledge by doing a round been learning
(ACSSU048) group round • Participates with robin with the people in their groups. E.g. this term in
robin explaining group members. Each person in the group says one thing science?”
points they have • Contributes to they have learnt in this unit and pass on to
Represent and
learnt during conversation in the next person until two minutes is up.
communicate ideas and
this topic. group. Body “How can A3 sheets of
findings in a variety of
ways such as diagrams, Students will be given coloured A3 sheet of you show the paper,
physical representations paper, other coloured materials, cellophane movement of coloured
and simple reports 2. Complete a and texter to create a poster about the earth and materials,
(ACSIS060) poster that 2. Rubric assessing everything they have learnt. Their poster moon on cellophane,
includes these points to the must include: your poster?” texters.
information that highest grade: • What a revolution is?
has been taught • Poster includes a • What rotation means?
this lesson such detailed diagram of • A diagram of the movement of at least
as, revolution, the orbiting and the earth and the sun.
rotation, rotation of the earth • Information about the movement of
diagram of the and moon. shadows.
“Why did you
earth, sun and • Detailed explanations
Enabling: Students can use books for include the
moon and an of both a revolution
prompting and work in a small group with main points
explanation of and rotation is at a
the teacher. that you did
the shadow high standard.
Extension: Students must remember the on your
investigation. • Detailed explanation poster?”
information independently.
of the investigation of Health and safety regulations:
the changing Students must use caution when using
shadows. scissors to cut materials for their poster.
They must walk around the classroom with
the sharp end in their hand and keep it by
their side.
Conclusion
Students must explain their poster to their
partner and tell them their favourite thing
they learnt about this topic.
 SAVE THE TOWN!

Year 3’s we need your help! Owlsville is stuck in the dark, our
planet has stopped rotating and we can’t get any light from the
sun! The owls are taking over the town and all the people are
stuck in houses. We have collected a whole mountain of
recycled materials and torches; we need you to create some
light. Our owls must sleep, and we must get outdoors! Please
help us! We are counting on you!
Generating designs:
You must draw three designs on paper with
Brief: annotations of materials and why it is beneficial to
You are to design and construct a the town. After designing you will pick the best
device that creates a significant design and construct and test it.
amount of light to the people of
Owlsville. The light must convince the
owls that it is daytime. You must draw
at least three designs with annotations
Time:
prior to making your device. The final
design must be possible to make with • Two 60-minute lessons to draw designs.
the given materials and very durable to • One 60-minute lesson to finalise design
survive the weather conditions. You and gain feedback from teacher.
have two lessons to make your device • Two 60-minute lessons to construct the
and test it in the town. device.
• Two 60-minute lessons evaluating the
device.

Project specifications:
• Must be made with recycled material and one torch.
• Must provide a significant amount of light.
• Must be durable to outstand weather conditions.
• Must be an appropriate size for the prototype town that has been created.
Project management:
Lesson 1: Brainstorm the effects of a town always being in the dark and the issues it would cause.
Begin to draw three designs with annotations of materials and the benefits of the features to the town.
Lesson 2: Continue to draw the three designs.
Lesson 3: Decide on a final design and get feedback from your teacher.
Lesson 4: Bring in recycled materials and begin constructing the device.
Lesson 5: Continuation of constructing of the device.
Lesson 6: Evaluate design by putting it in the prototype town and using a checklist to make sure it
meets the needs of the project specifications.
Lesson 7: Write an evaluation on what you would change or keep the same.

Evaluation:
Lesson 6: Evaluate design by putting it in the prototype town and seeing if it meets the needs
in the project specifications.
• Checklist
Is the device made with recycled materials and one torch?
Does the device provide sufficient light for the town?
Can the device withstand rain and wind? (use hairdryer and watering can in town)
Is the device an appropriate size for the town?

Lesson 7: Write an evaluation on what you would change or keep the same.
• Does your design meet the design brief?
• How would you change your design if you made it again?
• What went well in your design?
• Were your materials suitable for the task?
• Did you use your time wisely?

Presentation:
• Students must present their design in a small group and explain how it meets the needs of the
design brief.
References:

Palms. (2019). Year 3 – Earth’s rotation. Retrieved form http://www.palms.edu.au/course/view.php?id=33

Primary Connections. (2019). Curriculum Resources. Retrieved form https://primaryconnections.org.au/curriculum-

resources?field_year_level_target_id=11&field_science_strand_target_id=22&edit-submit-curriculum-

resources=Filter&sort_by=title&items_per_page=5

School Curriculum and Standards Authority. (2014). Science V8.1. Retrieved from https://k10outline.scsa.wa.edu.au