Presenting Scientific Discoveries

Overview

In this final lesson of Exploring Physical Science, students use findings from their previous research and experiments to create a short Canva presentation for a Year 5 audience. They organise evidence, represent results visually and communicate a scientific explanation using accurate vocabulary.

Learning intentions

Students will:

• organise research and experimental findings for a specific audience and purpose
• identify patterns or relationships in their results
• create a clear digital presentation using text, images and data
• use scientific vocabulary to explain physical science ideas
• review and improve their communication using peer feedback

Success criteria

• I can explain my scientific idea using accurate vocabulary.
• I can include evidence from my research or experiment.
• I can represent findings with a labelled image, table, diagram or graph.
• I can design a presentation that is clear, readable and suitable for a Year 5 audience.
• I can give and use helpful feedback.

Curriculum links

• Science Understanding — Chemical sciences: explaining observable properties of matter through particle models and describing mixtures and solutions where relevant.
• Science Understanding — Physical sciences: explaining how light travels, forms shadows, and can be absorbed, transmitted, reflected or refracted where relevant to students’ investigations.
• Science Inquiry — Processing, modelling and analysing: organising information and data in tables, graphs, visual models or physical models to show patterns and relationships.
• Science Inquiry — Communicating: communicating scientific ideas and findings for a specific purpose and audience using scientific vocabulary and digital tools.

Lesson structure (60 minutes)

1. 0–5 min · Hook and purpose. Open with the opening question and presentation examples and ask, “How can a scientist make a discovery understandable to someone who was not there?” Students examine two example slides, identify which is clearer and justify their choice to a partner.

2. 5–12 min · Success criteria and model. Use the success criteria and model presentation slides to demonstrate a concise presentation structure: title and question, scientific explanation, method or research source, results or evidence, conclusion and “What we learned”. Students help identify the purpose of each slide and suggest scientific vocabulary from the unit, such as matter, particles, solid, liquid, gas, mixture, solution, light, reflection, refraction, absorb and transmit.

3. 12–18 min · Plan before designing. Distribute the scientific presentation planner and vocabulary word search. Students choose the investigation or research topic they will present, then complete the planning boxes: question, key idea, evidence, result or pattern, conclusion, audience and visual they will use. The teacher checks each plan before students begin Canva, ensuring claims are supported by prior class work.

4. 18–42 min · Create the Canva presentation. Reopen the presentation structure and design checklist and explain that students may work individually or in pairs, with no more than six slides. Students create their presentation in Canva, including a clear title, short text, at least one relevant visual, a representation of evidence, and a conclusion connected to their findings. The teacher conferences with groups, checking accuracy, readable design, appropriate image use and whether the evidence supports the conclusion.

5. 42–52 min · Peer review and revise. Display the peer-review questions. Students share their screen with another student or pair and use three prompts: “What is the main scientific idea?”, “What evidence can you see?”, and “What could be clearer?” Students give one strength and one specific suggestion, then revise at least one slide. Remind students to check spelling, contrast, font size and scientific vocabulary.

6. 52–58 min · Presentation gallery. Students present their strongest slide or give a one-minute overview to their partner group. Listening students record one new scientific idea they learned and ask one respectful question. Invite two or three groups to share with the class if time permits.

7. 58–60 min · Exit reflection. Students complete the final section of the reflection and vocabulary word search sheet by responding to: “What evidence best supports your conclusion?” and “What is one improvement you made after feedback?” Collect the planners or review digital presentations after the lesson.

Resources

• One teacher computer and projector
• Student devices with Canva access
• the scientific communication and Canva presentation deck
• the scientific presentation planner and vocabulary word search
• Students’ previous experiment results, notes and research
• Headphones, if available
• Canva image search or teacher-approved image folder
• Presentation checklist displayed or printed on the worksheet

Assessment

• During planning, check that each student has a clear question, relevant evidence and a conclusion linked to results or research.
• During creation and conferencing, assess use of scientific vocabulary, accuracy of explanations, visual representation of data or ideas, and suitability for a Year 5 audience.
• Use the peer-review response and exit reflection as evidence that students can evaluate and improve scientific communication.

Differentiation

• Provide a partially completed presentation template, sentence starters such as “Our results show…” and “This may have happened because…”, and a word bank with simple definitions for students needing support.
• Allow students to present with a partner, record an audio explanation, or use speech-to-text. Pair students strategically and provide a visual step-by-step Canva checklist.
• For EAL students, pre-teach key vocabulary with images and permit labelled diagrams alongside short written explanations. Accept oral rehearsal before writing.
• Extend confident students by asking them to compare two results, explain an unexpected finding, identify a limitation in the investigation, or include a recommendation for future testing.