• 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 number of cells (batteries) affect how bright a bulb is? Which is the independent variable (the one you change)? (surface area of the water / number of cells / brightness of the bulb / length of wire) → number of cellsPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
2. Investigation: How does the amount of light affect the growth of cress? Which is the dependent variable (the one you measure)? (time to fall / amount of light / type of soil / height of the cress) → height of the cressPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
3. Investigation: How does the mass of a pendulum bob affect the time of one swing? Which is the independent variable (the one you change)? (mass of the bob / amount of light / length of the string / time for one swing) → mass of the bobPrompt: 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? (The ramp height has no effect. / Increasing the ramp height increases the distance travelled. / Lower ramps make cars go further. / Heavier cars always 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? (You should ignore results that do not match your prediction. / A conclusion can include amounts you did not test. / A conclusion should be supported by the results. / One result is enough to prove a theory.) → A conclusion should be supported by the results.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 7 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. Ice-cream sales and sunburn cases both rise in summer. What is the best explanation? (Eating ice cream causes sunburn. / Hot sunny weather causes both. / Sunburn makes people buy ice cream. / It is impossible to explain.) → Hot sunny weather causes both.Prompt: Two things can rise together without one causing the other.
2. Conclusions: which statement is true? (Two variables can be linked (correlated) without one causing the other. / You should ignore results that do not match your prediction. / 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.

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