Science Solves Problems: a skill companion
A small set of reusable sheets that grow one science skill: use a science idea to meet a need or solve a problem. Print the scaffolds once and slot them into the science lessons you already teach.
What a skill companion is
Inquiry and human-endeavour skills grow inside Year 3 science topics such as living things, soils and rocks, heat and temperature, and solids and liquids. This pack is not a full term. It is three reusable scaffolds, a pairing map, and a short stand-alone lesson.
Start here: five minutes
- Read the pairing map on the next page.
- Print scaffolds 1 and 2 when a lesson needs this skill.
- Cut out scaffold 3 cards once; reuse all year.
- Open the free interactive unit when you want a worked example on the board.
- Run the mini-lesson first if you want to teach the skill on its own.
No science background needed
Written for the busy generalist teacher. Plain words, model answers, and look-fors are on the answer sheet.
Slot the skill into your science lessons
Fold this skill into the science you already teach. The map shows a pattern or need, a prompt, and which scaffold to reach for.
| When you teach | Pattern or need | Prompt | Scaffold |
|---|---|---|---|
| Heat (AC9S3U03) | Keep a drink cool | Which choice uses heat ideas? | Choice cards |
| Living things (AC9S3U01) | Help a classroom plant | Where should it live? | Need and idea sheet |
| Solids and liquids (AC9S3U04) | Keep ice longer | What solution uses melting ideas? | Does it work check |
| Soils (AC9S3U02) | Choose soil for a pot plant | Which property matters? | Need and idea sheet |
On-screen pictures that back the skill
- “From a science idea to a useful solution”.
- “Pick a way to keep the picnic drinks cold”.
- “Does the choice use the science idea that plants need light?”.
Need and idea sheet
The need... The science idea... The solution... Use this sheet whenever the skill shows up in a science lesson.
What I notice or need
My plan or question
What I will keep the same / measure / say
Teacher note: collect one strong example for the word wall of science words.
Choice cards
Which solution uses the science idea?
Before
Draw it
After
Does it work check
What would we observe if it works? Cut out and sort. Talk about why.
Use shade because heat from the sun warms things
Ignore temperature when packing ice cream
Put plants near a window because they need light
Keep plants in a dark cupboard on purpose
Insulate a cup to slow heat moving in
A random decoration with no link to the need
Choose a material that stays solid in the fridge
Claim a solution without a test
Explain the need first, then the idea
Answer key is on the answers sheet so cards stay uncluttered.
From idea to solution
Teach the skill on its own before folding it into a science topic. About 30 minutes. Uses the three scaffolds in this pack.
We are learning to
- use a science idea to meet a need or solve a problem,
- use the pack scaffolds with a real science example,
- say the idea in Year 3 words.
Success criteria
- I can use one scaffold without copying a friend.
- I can explain the skill in one short sentence.
You need
- scaffolds 1-3 from this pack,
- the free interactive unit on the board,
- everyday materials named on the pairing map for your chosen topic.
Lesson flow (about 30 minutes)
| 5 min | Hook Open the board picture and name the skill in plain words. Ask: “What are we practising today, in one sentence?” |
| 10 min | Scaffold 3 sort Tables sort the cut-out cards and justify two choices to a partner. |
| 10 min | Scaffold 1 and 2 Each child fills scaffold 1, then scaffold 2, linked to one Year 3 science topic. |
| 5 min | Exit sentence Write one sentence: Today I learned to... Ask: “Who will share a clear science sentence?” |
Split into two 15-minute blocks if needed: sort first, then write.
Watch for
- Opinion dressed up as a test -- send them back to the cards.
- Scaffold filled with no science word -- prompt heat, living, soil, solid as fits the topic.
Answers and look-fors
- See the answers sheet for card keys and model responses.
- Meeting the idea: a child can name the skill and point to evidence on their scaffold.
Answers and look-fors
Scaffold 3 cards
| Card | Fit? | Why |
|---|---|---|
| Use shade because heat from the sun warms things | Yes | Science idea: heat sources. |
| Ignore temperature when packing ice cream | No | Does not use the science. |
| Put plants near a window because they need light | Yes | Living things need light. |
| Keep plants in a dark cupboard on purpose | No | Against the science idea. |
| Insulate a cup to slow heat moving in | Yes | Heat transfer idea applied. |
| A random decoration with no link to the need | No | Not a science solution. |
| Choose a material that stays solid in the fridge | Yes | State and temperature. |
| Claim a solution without a test | No | Check if it works. |
| Explain the need first, then the idea | Yes | Clear problem solving. |
Three levels
| Idea | Working towards | At standard | Beyond |
|---|---|---|---|
| Use the skill | needs heavy support | uses the scaffold with a science example | transfers the skill to a new topic unprompted |
| Evidence | guess only | links a claim to something observed or measured | compares two pieces of evidence |
| Science words | everyday words only | uses one or two unit words correctly | explains a word to a partner |
Model exit sentence: “Today I learned to use a science idea to meet a need or solve a problem.”
Pair answers with the Year 3 U unit you folded the skill into that week.