• 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: How does the mass of a pendulum bob affect the time of one swing? Which is the independent variable (the one you change)? (starting angle / time for one swing / size of the parachute / mass of the bob) → mass of the bobPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
2. 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 / brightness of the bulb / time for the water to evaporate) → time for the water to evaporatePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
3. Investigation: Does the temperature of water affect how quickly sugar dissolves? Which is the independent variable (the one you change)? (water temperature / mass of sugar / time for the sugar to dissolve / surface area of the water) → water temperaturePrompt: 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. Plants given fertiliser grew 12 cm; plants without grew 7 cm. Only one plant of each was tested. What would make the conclusion stronger? (Giving one plant more water / Using just one plant again / Testing many plants in each group / Not measuring the plants) → Testing many plants in each groupPrompt: One plant might just be unusual.
2. Conclusions: which statement is true? (If two things happen together, one must cause the other. / 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. A result does not match the prediction. What should a scientist do? (Change the result to match / Stop doing science / Record it and check whether the method was correct / Delete the result) → Record it and check whether the method was correctPrompt: Evidence is more important than the prediction.
2. Conclusions: which statement is NOT true? (If two things happen together, one must cause the other. / A conclusion should be supported by the results. / Repeating an investigation makes results more reliable. / 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.

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