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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 exercise affect heart rate? Which is the independent variable (the one you change)? (minutes of exercise / heart rate (beats per minute) / amount of light / the same person) → minutes of exercisePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: Does the temperature of water affect how quickly sugar dissolves? Which is the dependent variable (the one you measure)? (time for the sugar to dissolve / volume of water / water temperature / brightness of the bulb) → time for the sugar to dissolvePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  3. Investigation: Does the surface area of a puddle affect how fast it evaporates? Which is the independent variable (the one you change)? (surface area of the water / number of cells / temperature of the room / time for the water to evaporate) → surface area of the waterPrompt: 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? (Record it and check whether the method was correct / Stop doing science / Change the result to match / Delete the result) → Record it and check whether the method was correctPrompt: Evidence is more important than the prediction.
  2. Conclusions: which statement is true? (You should ignore results that do not match your prediction. / A conclusion can include amounts you did not test. / If two things happen together, one must cause the other. / Two variables can be linked (correlated) without one causing the other.) → Two variables can be linked (correlated) without one causing the other.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 5 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. Conclusions: which statement is NOT true? (Repeating an investigation makes results more reliable. / A conclusion should be supported by the results. / If two things happen together, one must cause the other. / A larger sample gives more trustworthy results.) → If two things happen together, one must cause the other.Prompt: One statement is a common mistake about evidence.
  2. Results: the higher the ramp, the further the car rolled. Which conclusion fits? (The ramp height has no effect. / Lower ramps make cars go further. / Increasing the ramp height increases the distance travelled. / Heavier cars always go further.) → Increasing the ramp height increases the distance travelled.Prompt: A conclusion describes the pattern in the results.

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/ 5

  1. Question 1

    Conclusions: which statement is NOT true?

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

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

  3. Question 3

    Conclusions: which statement is true?

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

  4. Question 4

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

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

  5. Question 5

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

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

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Answer key: Drawing conclusions from evidence

  1. 1. C. One result is enough to prove a theory.

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

  3. 3. D. A conclusion should be supported by the results.

  4. 4. B. Hot sunny weather causes both.

  5. 5. B. Record it and check whether the method was correct