Science lesson plan · 10th grade (Year 11 in England) · 30 minutes
Evaluating experiments (research summaries)
Working scientifically
CCSS NGSS.SEP 3CCSS NGSS.SEP 6England: KS4 Working scientifically
Objective and success criteria
Students will: Evaluating experiments (research summaries).
- 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; Drawing conclusions from evidence
Leads to: Comparing scientific explanations (conflicting viewpoints)
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; Drawing conclusions from evidence). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Investigation: Does the number of cells (batteries) affect how bright a bulb is? Which is the independent variable (the one you change)? (number of cells / size of the parachute / length of wire / brightness of the bulb) → number of cellsPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
- Which conclusion goes too far? Results: cress grew taller with more light, from 0 to 8 hours a day. (Between 0 and 8 hours, more light gave taller cress. / Cress will keep growing taller with any amount of light, even 24 hours. / Cress with no light grew least. / Light affected how tall the cress grew.) → Cress will keep growing taller with any amount of light, even 24 hours.Prompt: The test only went up to 8 hours.
- Investigation: How does exercise affect heart rate? Which is the dependent variable (the one you measure)? (type of exercise / minutes of exercise / time for the water to evaporate / heart rate (beats per minute)) → heart rate (beats per minute)Prompt: 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: Evaluating experiments (research summaries). 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: 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?
- Step 1: In Experiment 2 the different values are given for the mass of the bob.
- Step 2: So the answer is: the mass of the bob
- Answer: the mass of the bob
- 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.
- 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 mass of the ball / the drop height / the floor surface / the bounce height) → the floor surfacePrompt: Look only at the description of Experiment 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 volume of water / the temperature / the colour of the pots / the number of seeds that germinated) → the temperaturePrompt: What was tested in Experiment 1?
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.
- 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 not needed. / It is a control group to compare against. / It makes the experiment faster.) → It is a control group to compare against.Prompt: How would you know the fertiliser made a difference?
- Experiment 1: Magnesium ribbon was added to hydrochloric acid at concentrations of 0.5, 1.0 and 2.0 mol/dm³ at 25 °C, and the gas volume after 1 minute was measured. Experiment 2: The 1.0 mol/dm³ acid was used at 15 °C, 25 °C and 35 °C. In Experiment 2, which variable was changed on purpose? (the colour of the magnesium / the acid concentration / the temperature / the volume of gas after 1 minute) → the temperaturePrompt: Look only at the description of Experiment 2.
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: Comparing scientific explanations (conflicting viewpoints).
- 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-10.
Free lesson plan from eurekami.com/lesson-plan-builder