• 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: Seeds were kept at 10 °C, 20 °C and 30 °C, all watered daily, and the number that germinated was counted. Experiment 2: Seeds were kept at 20 °C and given 0, 5 or 10 mL of water a day. In Experiment 2, which variable was changed on purpose? (the temperature / the volume of water / the colour of the pots / the number of seeds that germinated) → the volume of waterPrompt: Look only at the description of Experiment 2.
2. 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. Which variable was kept constant in Experiment 2 but changed in Experiment 1? (the temperature of the room / the time for 10 swings / the string length / the mass of the bob) → the string lengthPrompt: What was tested in Experiment 1?
3. Hypothesis: "Plants grow faster in blue light than in red light." Which experiment tests it best? (Different species under the same lamp / Plants in blue light only / Identical plants under blue or red lamps of equal brightness, same water and temperature / One plant in blue light outdoors and one in red light indoors) → Identical plants under blue or red lamps of equal brightness, same water and temperaturePrompt: Only the colour of light should differ.

• 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. Peer review means… (the result can never be questioned / other scientists check work before it is published / friends vote on the result / the scientist checks their own work only) → other scientists check work before it is publishedPrompt: "Peers" are other experts in the same field.
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. Which scientist's explanation is accepted by astronomers today? (both / neither / Scientist 1 / Scientist 2) → Scientist 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 / Science stops / Scientists check the observation, then improve or replace the theory if it holds up / The theory is never changed) → Scientists check the observation, then improve or replace the theory if it holds upPrompt: Science changes when evidence changes.
2. Two students explain why a metal spoon in hot soup feels hotter than a wooden spoon in the same soup. Student 1: The metal spoon is at a higher temperature than the wooden spoon. Student 2: Both spoons reach a similar temperature at the end in the soup, but metal conducts thermal energy into your hand much faster, so it feels hotter. A thermometer shows the tips of both spoons in the soup at the same temperature. This result supports… (neither student / Student 1 / Student 2 / both students equally) → Student 2Prompt: Read each viewpoint and underline its key claim.

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