• 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 string length / the temperature of the room / the time for 10 swings) → the mass of the bobPrompt: Look only at the description of Experiment 2.
2. 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. Which variable was kept constant in Experiment 2 but changed in Experiment 1? (the bounce height / the floor surface / the drop height / the mass of the ball) → the drop heightPrompt: What was tested in Experiment 1?
3. A study finds a result with only 3 samples. What is the best next step? (Repeat with a larger sample / Use fewer samples / Publish it as proof / Change the data) → Repeat with a larger samplePrompt: Small samples can give misleading results.

• 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 explains more of the evidence and makes predictions that are confirmed / It is older / It is more complicated / More people like it) → It explains more of the evidence and makes predictions that are confirmedPrompt: Scientists judge ideas by evidence.
2. 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? (Both / Neither / Student 2 / Student 1) → Student 2Prompt: 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 8 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. A new observation contradicts a well-tested theory. What usually happens? (The observation is always thrown away / The theory is never changed / Scientists check the observation, then improve or replace the theory if it holds up / Science stops) → Scientists check the observation, then improve or replace the theory if it holds upPrompt: Science changes when evidence changes.
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. Earth's shadow is only on the Moon during a lunar eclipse, which happens at full moon. This evidence weakens… (Scientist 1 / Scientist 2 / both scientists / neither scientist) → Scientist 1Prompt: Read each viewpoint and underline its key claim.

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