• 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.

1. Investigation: Does the surface area of a puddle affect how fast it evaporates? Which is the independent variable (the one you change)? (time for the water to evaporate / surface area of the water / temperature of the room / height of the ramp) → surface area of the waterPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
2. Investigation: Does the number of cells (batteries) affect how bright a bulb is? Which is the dependent variable (the one you measure)? (type of bulb / number of cells / brightness of the bulb / height of the cress) → brightness of the bulbPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
3. Investigation: How does exercise affect heart rate? Which is the independent variable (the one you change)? (heart rate (beats per minute) / type of exercise / water temperature / minutes of exercise) → minutes of exercisePrompt: Independent variable: the one you change. Dependent variable: the one you measure.

• 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.

• 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.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Results: the higher the ramp, the further the car rolled. Which conclusion fits? (Heavier cars always go further. / The ramp height has no effect. / Increasing the ramp height increases the distance travelled. / Lower ramps make cars go further.) → Increasing the ramp height increases the distance travelled.Prompt: A conclusion describes the pattern in the results.
2. Conclusions: which statement is true? (A conclusion can include amounts you did not test. / If two things happen together, one must cause the other. / Repeating an investigation makes results more reliable. / One result is enough to prove a theory.) → Repeating an investigation makes results more reliable.Prompt: Think about what results can and cannot show.

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Conclusions: which statement is NOT true? (A conclusion should be supported by the results. / If two things happen together, one must cause the other. / A larger sample gives more trustworthy results. / Two variables can be linked (correlated) without one causing the other.) → If two things happen together, one must cause the other.Prompt: One statement is a common mistake about evidence.
2. Results: the higher the ramp, the further the car rolled. Which conclusion fits? (The ramp height has no effect. / Lower ramps make cars go further. / Heavier cars always go further. / Increasing the ramp height increases the distance travelled.) → Increasing the ramp height increases the distance travelled.Prompt: A conclusion describes the pattern in the results.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-6.