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Science lesson plan · 11th grade (Year 12 in England) · 30 minutes

Comparing scientific explanations (conflicting viewpoints)

Working scientifically

CCSS NGSS.SEP 7CCSS NGSS.SEP 8England: KS4 Working scientifically

Objective and success criteria

Students will: Comparing scientific explanations (conflicting viewpoints).

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Evaluating experiments (research summaries)

Leads to: the next skill in this area.

Materials: Simple equipment for a fair test, Results table template, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Evaluating experiments (research summaries)). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Experiment 1: Magnesium ribbon was added to hydrochloric acid at concentrations of 0.5, 1.0 and 2.0 mol/dm³ at 25 °C, and the gas volume after 1 minute was measured. Experiment 2: The 1.0 mol/dm³ acid was used at 15 °C, 25 °C and 35 °C. In Experiment 2, which variable was changed on purpose? (the volume of gas after 1 minute / the temperature / the acid concentration / the colour of the magnesium) → the temperaturePrompt: Look only at the description of Experiment 2.
  2. Experiment 1: A pendulum with a 0.5 kg bob was timed for 10 swings with string lengths of 0.25 m, 0.50 m and 1.00 m. Experiment 2: A 1.00 m pendulum was timed with bobs of 0.1 kg, 0.5 kg and 1.0 kg. Which variable was kept constant in Experiment 2 but changed in Experiment 1? (the temperature of the room / the mass of the bob / the time for 10 swings / the string length) → the string lengthPrompt: What was tested in Experiment 1?
  3. A scientist tests a new fertiliser on 20 tomato plants. Another 20 plants get no fertiliser. What is the purpose of the second group? (It makes the experiment faster. / It is a control group to compare against. / It is not needed. / It increases the dependent variable.) → It is a control group to compare against.Prompt: How would you know the fertiliser made a difference?

Hook · 3 min

  • Show a simple experiment with one thing changed and ask what makes it a fair test.
  • Share the objective: Comparing scientific explanations (conflicting viewpoints). Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Two students explain why a ball rolling on a flat floor eventually stops. Student 1: Objects naturally slow down and stop when nothing keeps pushing them. Student 2: Friction and air resistance act against the motion; with no resistive forces, the ball would keep moving at a steady speed. Which student's view agrees with Newton's first law?
  • Step 1: Newton's first law: an object keeps moving at constant velocity unless a resultant force acts.
  • Step 2: So the answer is: Student 2
  • Answer: Student 2
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. What makes a scientific explanation stronger than another? (More people like it / It explains more of the evidence and makes predictions that are confirmed / It is older / It is more complicated) → It explains more of the evidence and makes predictions that are confirmedPrompt: Scientists judge ideas by evidence.
  2. Two scientists explain why some lakes have fewer fish than ten years ago. Scientist 1: Farm fertiliser washed into the lakes caused algae to grow; when the algae died, bacteria used up the oxygen in the water. Scientist 2: Warmer water from climate change holds less dissolved oxygen, so fewer fish survive. What do both scientists agree on? (Fertiliser is the only cause. / Fish numbers have increased. / Low oxygen in the water harms the fish. / The water is getting colder.) → Low oxygen in the water harms the fish.Prompt: Read each viewpoint and underline its key claim.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. What makes a scientific explanation stronger than another? (More people like it / It explains more of the evidence and makes predictions that are confirmed / It is more complicated / It is older) → It explains more of the evidence and makes predictions that are confirmedPrompt: Scientists judge ideas by evidence.
  2. Two scientists explain why some lakes have fewer fish than ten years ago. Scientist 1: Farm fertiliser washed into the lakes caused algae to grow; when the algae died, bacteria used up the oxygen in the water. Scientist 2: Warmer water from climate change holds less dissolved oxygen, so fewer fish survive. A lake far from any farm also lost fish as it warmed. This supports… (only that fertiliser is harmless / Scientist 1 / Scientist 2 / neither scientist) → Scientist 2Prompt: Read each viewpoint and underline its key claim.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Evaluating experiments (research summaries).
  • Use concrete materials: simple equipment for a fair test.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-11.

Free lesson plan from eurekami.com/lesson-plan-builder

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Comparing scientific explanations (conflicting viewpoints)

Name

Date

Score/ 6

  1. Question 1

    Two students explain why a ball rolling on a flat floor eventually stops. Student 1: Objects naturally slow down and stop when nothing keeps pushing them. Student 2: Friction and air resistance act against the motion; with no resistive forces, the ball would keep moving at a steady speed. Which student's view agrees with Newton's first law?

    • A. Both
    • B. Student 1
    • C. Neither
    • D. Student 2

  2. Question 2

    Two scientists explain why some lakes have fewer fish than ten years ago. Scientist 1: Farm fertiliser washed into the lakes caused algae to grow; when the algae died, bacteria used up the oxygen in the water. Scientist 2: Warmer water from climate change holds less dissolved oxygen, so fewer fish survive. A lake far from any farm also lost fish as it warmed. This supports…

    • A. Scientist 2
    • B. only that fertiliser is harmless
    • C. neither scientist
    • D. Scientist 1

  3. Question 3

    A new observation contradicts a well-tested theory. What usually happens?

    • A. The theory is never changed
    • B. Scientists check the observation, then improve or replace the theory if it holds up
    • C. The observation is always thrown away
    • D. Science stops

  4. Question 4

    Two scientists explain why the Moon shows phases. Scientist 1: Earth's shadow covers different amounts of the Moon during the month. Scientist 2: Half of the Moon is always lit by the Sun; as the Moon orbits Earth, we see different amounts of the lit half. Which scientist's explanation is accepted by astronomers today?

    • A. Scientist 1
    • B. Scientist 2
    • C. both
    • D. neither

  5. Question 5

    Two scientists explain why the Moon shows phases. Scientist 1: Earth's shadow covers different amounts of the Moon during the month. Scientist 2: Half of the Moon is always lit by the Sun; as the Moon orbits Earth, we see different amounts of the lit half. Earth's shadow is only on the Moon during a lunar eclipse, which happens at full moon. This evidence weakens…

    • A. Scientist 1
    • B. Scientist 2
    • C. neither scientist
    • D. both scientists

  6. Question 6

    Peer review means…

    • A. the scientist checks their own work only
    • B. other scientists check work before it is published
    • C. friends vote on the result
    • D. the result can never be questioned

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Answer key: Comparing scientific explanations (conflicting viewpoints)

  1. 1. D. Student 2

  2. 2. A. Scientist 2

  3. 3. B. Scientists check the observation, then improve or replace the theory if it holds up

  4. 4. B. Scientist 2

  5. 5. A. Scientist 1

  6. 6. B. other scientists check work before it is published