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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: 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. In Experiment 2, which variable was changed on purpose? (the mass of the bob / the temperature of the room / the string length / the time for 10 swings) → the mass of the bobPrompt: 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 time for 10 swings / the mass of the bob / the temperature of the room / 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 is a control group to compare against. / It increases the dependent variable. / It makes the experiment faster. / It is not needed.) → 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? (It explains more of the evidence and makes predictions that are confirmed / It is more complicated / It is older / More people like it) → It explains more of the evidence and makes predictions that are confirmedPrompt: Scientists judge ideas by evidence.
  2. 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? (neither / both / Scientist 2 / Scientist 1) → Scientist 2Prompt: 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? (It explains more of the evidence and makes predictions that are confirmed / More people like it / 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 students explain why a metal spoon in hot soup feels hotter than a wooden spoon in the same soup. Student 1: The metal spoon is at a higher temperature than the wooden spoon. Student 2: Both spoons reach a similar temperature at the end in the soup, but metal conducts thermal energy into your hand much faster, so it feels hotter. Which student's explanation depends on how fast energy is transferred? (Neither student / Student 2 / Student 1 / Both students) → Student 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 metal spoon in hot soup feels hotter than a wooden spoon in the same soup. Student 1: The metal spoon is at a higher temperature than the wooden spoon. Student 2: Both spoons reach a similar temperature at the end in the soup, but metal conducts thermal energy into your hand much faster, so it feels hotter. Which student's explanation depends on how fast energy is transferred?

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

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

  3. Question 3

    What makes a scientific explanation stronger than another?

    • A. It is more complicated
    • B. More people like it
    • C. It is older
    • D. It explains more of the evidence and makes predictions that are confirmed

  4. Question 4

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

  5. Question 5

    Two students explain why a metal spoon in hot soup feels hotter than a wooden spoon in the same soup. Student 1: The metal spoon is at a higher temperature than the wooden spoon. Student 2: Both spoons reach a similar temperature at the end in the soup, but metal conducts thermal energy into your hand much faster, so it feels hotter. A thermometer shows the tips of both spoons in the soup at the same temperature. This result supports…

    • A. Student 1
    • B. neither student
    • C. both students equally
    • D. Student 2

  6. Question 6

    Peer review means…

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

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Answer key: Comparing scientific explanations (conflicting viewpoints)

  1. 1. C. Student 2

  2. 2. A. Scientist 2

  3. 3. D. It explains more of the evidence and makes predictions that are confirmed

  4. 4. C. Student 2

  5. 5. D. Student 2

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