Science lesson plan · 10th grade (Year 11 in England) · 60 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 · 6 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: How does the height of a ramp affect how far a toy car travels? Which is the independent variable (the one you change)? (surface area of the water / the same floor surface / distance the car travels / height of the ramp) → height of the rampPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
- Plants given fertiliser grew 12 cm; plants without grew 7 cm. Only one plant of each was tested. What would make the conclusion stronger? (Testing many plants in each group / Not measuring the plants / Using just one plant again / Giving one plant more water) → Testing many plants in each groupPrompt: One plant might just be unusual.
- Investigation: How does the height of a ramp affect how far a toy car travels? Which is the dependent variable (the one you measure)? (height of the ramp / the same floor surface / time to fall / distance the car travels) → distance the car travelsPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
Hook · 6 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 · 12 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 · 12 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 bounce height / the mass of the ball / the floor surface / the drop height) → the floor surfacePrompt: Look only at the description of Experiment 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 floor surface / the mass of the ball / the drop height / the bounce height) → the drop heightPrompt: What was tested in Experiment 1?
You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- In a drug trial, neither the patients nor the doctors know who gets the real drug. Why? (To make the trial shorter / Because the drug is secret / To save money / To stop expectations from biasing the results) → To stop expectations from biasing the resultsPrompt: People's beliefs can change what they report.
- 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 drop height / the mass of the ball / the floor surface / the bounce height) → the drop heightPrompt: What was tested in Experiment 1?
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