• 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 student dropped the same ball from heights of 0.5 m, 1.0 m and 1.5 m onto a wooden floor and measured the bounce height. Experiment 2: The student dropped the same ball from 1.0 m onto wood, carpet and concrete. In Experiment 2, which variable was changed on purpose? (the floor surface / the bounce height / the drop height / the mass of the ball) → the floor surfacePrompt: Look only at the description of Experiment 2.
2. Experiment 1: Seeds were kept at 10 °C, 20 °C and 30 °C, all watered daily, and the number that germinated was counted. Experiment 2: Seeds were kept at 20 °C and given 0, 5 or 10 mL of water a day. Which variable was kept constant in Experiment 2 but changed in Experiment 1? (the temperature / the volume of water / the number of seeds that germinated / the colour of the pots) → the temperaturePrompt: 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 increases the dependent variable. / It is a control group to compare against. / It is not needed. / It makes the experiment faster.) → It is a control group to compare against.Prompt: How would you know the fertiliser made a difference?

• 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.

• 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.

• 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 is older / It is more complicated / More people like it / It explains more of the evidence and makes predictions that are confirmed) → It explains more of the evidence and makes predictions that are confirmedPrompt: Scientists judge ideas by evidence.
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. What do both scientists agree on? (The water is getting colder. / Low oxygen in the water harms the fish. / Fish numbers have increased. / Fertiliser is the only cause.) → Low oxygen in the water harms the fish.Prompt: Read each viewpoint and underline its key claim.

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. 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… (Scientist 1 / neither scientist / only that fertiliser is harmless / Scientist 2) → Scientist 2Prompt: Read each viewpoint and underline its key claim.
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 / Scientist 1 / Scientist 2 / both) → Scientist 2Prompt: Read each viewpoint and underline its key claim.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-11.