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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: How does the amount of light affect the growth of cress? Which is the independent variable (the one you change)? (number of cells / height of the cress / type of soil / amount of light) → amount of lightPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: How does the mass of a pendulum bob affect the time of one swing? Which is the dependent variable (the one you measure)? (time for one swing / mass of the bob / distance the car travels / length of the string) → time for one swingPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  3. Investigation: Does the temperature of water affect how quickly sugar dissolves? Which is the independent variable (the one you change)? (time for the sugar to dissolve / water temperature / surface area of the water / volume of water) → water temperaturePrompt: 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. A result does not match the prediction. What should a scientist do? (Delete the result / Stop doing science / Record it and check whether the method was correct / Change the result to match) → Record it and check whether the method was correctPrompt: Evidence is more important than the prediction.
  2. Conclusions: which statement is true? (Repeating an investigation makes results more reliable. / You should ignore results that do not match your prediction. / A conclusion can include amounts you did not test. / One result is enough to prove a theory.) → Repeating an investigation makes results more reliable.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. Ice-cream sales and sunburn cases both rise in summer. What is the best explanation? (Eating ice cream causes sunburn. / Sunburn makes people buy ice cream. / Hot sunny weather causes both. / It is impossible to explain.) → Hot sunny weather causes both.Prompt: Two things can rise together without one causing the other.
  2. Conclusions: which statement is NOT true? (Two variables can be linked (correlated) without one causing the other. / One result is enough to prove a theory. / A larger sample gives more trustworthy results. / Repeating an investigation makes results more reliable.) → One result is enough to prove a theory.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

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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. One result is enough to prove a theory.
    • D. A conclusion can include amounts you did not test.

  2. Question 2

    Conclusions: which statement is NOT true?

    • A. A conclusion should be supported by the results.
    • B. If two things happen together, one must cause the other.
    • C. Two variables can be linked (correlated) without one causing the other.
    • D. Repeating an investigation makes results more reliable.

  3. Question 3

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

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

  4. Question 4

    A result does not match the prediction. What should a scientist do?

    • A. Change the result to match
    • B. Stop doing science
    • C. Record it and check whether the method was correct
    • D. Delete the result

  5. Question 5

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

    • A. Cress with no light grew least.
    • B. Light affected how tall the cress grew.
    • 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. Lower ramps make cars go further.
    • C. Heavier cars always go further.
    • D. The ramp height has no effect.

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Answer key: Drawing conclusions from evidence

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

  2. 2. B. If two things happen together, one must cause the other.

  3. 3. C. Hot sunny weather causes both.

  4. 4. C. Record it and check whether the method was correct

  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.