Science lesson plan · 6th grade (Year 7 in England) · 45 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 · 5 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.
- Investigation: How does exercise affect heart rate? Which is the independent variable (the one you change)? (minutes of exercise / heart rate (beats per minute) / size of the parachute / the same person) → minutes of exercisePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
- Investigation: How does exercise affect heart rate? Which is the dependent variable (the one you measure)? (minutes of exercise / heart rate (beats per minute) / type of exercise / time for one swing) → heart rate (beats per minute)Prompt: Independent variable: the one you change. Dependent variable: the one you measure.
- Investigation: Does the size of a parachute affect how long it takes to fall? Which is the independent variable (the one you change)? (drop height / size of the parachute / number of cells / time to fall) → size of the parachutePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
Hook · 5 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 · 10 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 · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Results: the higher the ramp, the further the car rolled. Which conclusion fits? (Increasing the ramp height increases the distance travelled. / Heavier cars always go further. / The ramp height has no effect. / Lower ramps make cars go further.) → Increasing the ramp height increases the distance travelled.Prompt: A conclusion describes the pattern in the results.
- Conclusions: which statement is true? (You should ignore results that do not match your prediction. / One result is enough to prove a theory. / Other scientists should be able to repeat your method and get similar results. / If two things happen together, one must cause the other.) → Other scientists should be able to repeat your method and get similar results.Prompt: Think about what results can and cannot show.
You do: independent practice · 10 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 7 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Conclusions: which statement is true? (A larger sample gives more trustworthy results. / You should ignore results that do not match your prediction. / If two things happen together, one must cause the other. / A conclusion can include amounts you did not test.) → A larger sample gives more trustworthy results.Prompt: Think about what results can and cannot show.
- Conclusions: which statement is NOT true? (Repeating an investigation makes results more reliable. / One result is enough to prove a theory. / Two variables can be linked (correlated) without one causing the other. / A larger sample gives more trustworthy results.) → 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