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: Does the size of a parachute affect how long it takes to fall? Which is the independent variable (the one you change)? (drop height / number of cells / time to fall / size of the parachute) → size of the parachutePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
- Investigation: Does the surface area of a puddle affect how fast it evaporates? Which is the dependent variable (the one you measure)? (surface area of the water / volume of water / time for the water to evaporate / distance the car travels) → time for the water to evaporatePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
- Investigation: How does the amount of light affect the growth of cress? Which is the independent variable (the one you change)? (amount of water / amount of light / water temperature / height of the cress) → amount of lightPrompt: 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.
- Which conclusion goes too far? Results: cress grew taller with more light, from 0 to 8 hours a day. (Light affected how tall the cress grew. / Between 0 and 8 hours, more light gave taller cress. / Cress with no light grew least. / Cress will keep growing taller with any amount of light, even 24 hours.) → Cress will keep growing taller with any amount of light, even 24 hours.Prompt: The test only went up to 8 hours.
- Conclusions: which statement is true? (Two variables can be linked (correlated) without one causing the other. / If two things happen together, one must cause the other. / One result is enough to prove a theory. / A conclusion can include amounts you did not test.) → Two variables can be linked (correlated) without one causing the other.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 NOT true? (A larger sample gives more trustworthy results. / Repeating an investigation makes results more reliable. / A conclusion should be supported by the results. / If two things happen together, one must cause the other.) → If two things happen together, one must cause the other.Prompt: One statement is a common mistake about evidence.
- Conclusions: which statement is true? (Repeating an investigation makes results more reliable. / A conclusion can include amounts you did not test. / One result is enough to prove a theory. / You should ignore results that do not match your prediction.) → Repeating an investigation makes results more reliable.Prompt: Think about what results can and cannot show.
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