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Science lesson plan · 6th grade (Year 7 in England) · 30 minutes

Drawing conclusions from evidence

Working scientifically

CCSS NGSS.SEP 4CCSS NGSS.SEP 7England: KS2 Y5–Y6 Working scientificallyEngland: KS3 Working scientifically

Objective and success criteria

Students will: Drawing conclusions from evidence.

  • 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: Independent, dependent and control variables; Reading tables and line graphs

Leads to: Evaluating experiments (research summaries)

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 (Independent, dependent and control variables; Reading tables and line graphs). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Investigation: Does the temperature of water affect how quickly sugar dissolves? Which is the independent variable (the one you change)? (mass of sugar / time for the sugar to dissolve / amount of light / water temperature) → water temperaturePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: Does the surface area of a puddle affect how fast it evaporates? Which is the dependent variable (the one you measure)? (temperature of the room / time for the water to evaporate / height of the cress / surface area of the water) → time for the water to evaporatePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  3. Investigation: How does exercise affect heart rate? Which is the dependent variable (the one you measure)? (distance the car travels / the same person / heart rate (beats per minute) / minutes of exercise) → heart rate (beats per minute)Prompt: Independent variable: the one you change. Dependent variable: the one you measure.

Hook · 3 min

  • Show a simple experiment with one thing changed and ask what makes it a fair test.
  • Share the objective: Drawing conclusions from evidence. 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: A result does not match the prediction. What should a scientist do?
  • Step 1: Unexpected results are kept and investigated; sometimes the prediction was wrong.
  • Step 2: So the answer is: Record it and check whether the method was correct
  • Answer: Record it and check whether the method was correct
  • 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. Results: the higher the ramp, the further the car rolled. Which conclusion fits? (The ramp height has no effect. / Increasing the ramp height increases the distance travelled. / Heavier cars always go further. / Lower ramps make cars go further.) → Increasing the ramp height increases the distance travelled.Prompt: A conclusion describes the pattern in the results.
  2. Conclusions: which statement is true? (A larger sample gives more trustworthy results. / A conclusion can include amounts you did not test. / You should ignore results that do not match your prediction. / If two things happen together, one must cause the other.) → A larger sample gives more trustworthy results.Prompt: Think about what results can and cannot show.

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. Plants given fertiliser grew 12 cm; plants without grew 7 cm. Only one plant of each was tested. What would make the conclusion stronger? (Giving one plant more water / Using just one plant again / Not measuring the plants / Testing many plants in each group) → Testing many plants in each groupPrompt: One plant might just be unusual.
  2. Conclusions: which statement is NOT true? (A conclusion should be supported by the results. / You should ignore results that do not match your prediction. / A larger sample gives more trustworthy results. / Two variables can be linked (correlated) without one causing the other.) → You should ignore results that do not match your prediction.Prompt: One statement is a common mistake about evidence.

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: Independent, dependent and control variables.
  • 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

  • Move on to: Evaluating experiments (research summaries).
  • 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-6.

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

eurekami

Drawing conclusions from evidence

Name

Date

Score/ 6

  1. Question 1

    Conclusions: which statement is true?

    • A. You should ignore results that do not match your prediction.
    • B. A conclusion should be supported by the results.
    • C. If two things happen together, one must cause the other.
    • D. A conclusion can include amounts you did not test.

  2. Question 2

    Plants given fertiliser grew 12 cm; plants without grew 7 cm. Only one plant of each was tested. What would make the conclusion stronger?

    • A. Giving one plant more water
    • B. Testing many plants in each group
    • C. Using just one plant again
    • D. Not measuring the plants

  3. Question 3

    Conclusions: which statement is NOT true?

    • A. One result is enough to prove a theory.
    • B. A conclusion should be supported by the results.
    • C. Two variables can be linked (correlated) without one causing the other.
    • D. A larger sample gives more trustworthy results.

  4. Question 4

    Ice-cream sales and sunburn cases both rise in summer. What is the best explanation?

    • A. Hot sunny weather causes both.
    • B. It is impossible to explain.
    • C. Sunburn makes people buy ice cream.
    • D. Eating ice cream causes sunburn.

  5. Question 5

    Which conclusion goes too far? Results: cress grew taller with more light, from 0 to 8 hours a day.

    • A. Light affected how tall the cress grew.
    • B. Cress with no light grew least.
    • C. Between 0 and 8 hours, more light gave taller cress.
    • D. Cress will keep growing taller with any amount of light, even 24 hours.

  6. Question 6

    Results: the higher the ramp, the further the car rolled. Which conclusion fits?

    • A. Increasing the ramp height increases the distance travelled.
    • B. Heavier cars always go further.
    • C. The ramp height has no effect.
    • D. Lower ramps make cars go further.

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Answer key: Drawing conclusions from evidence

  1. 1. B. A conclusion should be supported by the results.

  2. 2. B. Testing many plants in each group

  3. 3. A. One result is enough to prove a theory.

  4. 4. A. Hot sunny weather causes both.

  5. 5. D. Cress will keep growing taller with any amount of light, even 24 hours.

  6. 6. A. Increasing the ramp height increases the distance travelled.