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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 size of a parachute affect how long it takes to fall? Which is the independent variable (the one you change)? (amount of light / drop height / time to fall / size of the parachute) → size of the parachutePrompt: 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)? (water temperature / time for the sugar to dissolve / brightness of the bulb / volume of water) → time for the sugar to dissolvePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  3. Investigation: How does the height of a ramp affect how far a toy car travels? Which is the independent variable (the one you change)? (the same floor surface / size of the parachute / distance the car travels / height of the ramp) → height of the rampPrompt: 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. Ice-cream sales and sunburn cases both rise in summer. What is the best explanation? (Eating ice cream causes sunburn. / Hot sunny weather causes both. / It is impossible to explain. / Sunburn makes people buy ice cream.) → Hot sunny weather causes both.Prompt: Two things can rise together without one causing the other.
  2. Conclusions: which statement is true? (If two things happen together, one must cause the other. / You should ignore results that do not match your prediction. / A conclusion can include amounts you did not test. / 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 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? (Testing many plants in each group / Giving one plant more water / Using just one plant again / Not measuring the plants) → Testing many plants in each groupPrompt: One plant might just be unusual.
  2. Conclusions: which statement is NOT true? (A larger sample gives more trustworthy results. / One result is enough to prove a theory. / Two variables can be linked (correlated) without one causing the other. / 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

    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.

  2. Question 2

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

  3. Question 3

    Conclusions: which statement is NOT true?

    • A. Two variables can be linked (correlated) without one causing the other.
    • B. Repeating an investigation makes results more reliable.
    • C. One result is enough to prove a theory.
    • D. A larger sample gives more trustworthy results.

  4. Question 4

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

  5. Question 5

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

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

  6. Question 6

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

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

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Answer key: Drawing conclusions from evidence

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

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

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

  4. 4. D. Testing many plants in each group

  5. 5. D. Increasing the ramp height increases the distance travelled.

  6. 6. B. Hot sunny weather causes both.