Sharing Scientific Findings

Overview

Lesson 9 of 10 in “Exploring Scientific Innovations” focuses on students preparing to present their investigation findings. They will practise clear communication of ideas, methods, results and conclusions using appropriate scientific language and visuals.

Learning intentions

• Students will plan a short, structured presentation that communicates an investigation clearly.
• Students will explain data and observations using tables, graphs or labelled visuals.
• Students will practise speaking with confidence, clarity and respectful listening.
• Students will use feedback to improve their final presentation for the class.

Success criteria

• I can present my question, method and results in a logical order using scientific words.
• I can describe what my data shows and link it to my conclusion.
• I can show my findings using a visual that is labelled and easy to understand.
• I can listen to others, ask and answer questions respectfully, and improve my work.

Curriculum links

• Science understanding: using evidence from observations and data to support explanations and conclusions.
• Science inquiry skills: planning, conducting and communicating findings using appropriate formats.
• Scientific communication: using diagrams, tables or simple graphs to represent data and reasoning.
• Interacting with others: using evidence-based responses in discussions and presentations.

Lesson structure (60 minutes)

1. 0–5: Welcome and lesson focus

• Share the goal: today we are preparing to present findings for an audience. Briefly remind students this is part of the unit’s final presentation pathway.

2. 5–12: Model an effective science presentation

• Teacher shows a short exemplar (one slide/visual or poster walkthrough) with: question, method (brief), results (one key visual), conclusion (linked to evidence).
• Students identify “what helped me understand” using sentence stems: “I noticed…”, “This shows…”, “My conclusion is supported by…”

3. 12–20: Presentation planning (template + timing)

• In groups or pairs, students complete a simple presentation plan:
• 1 sentence question/problem
• 2–3 steps of method (high level)
• one main result visual (table/graph/photo)
• 2–3 key findings (numbers/observations)
• conclusion and explanation (evidence-based)
• Include a timing check so each presenter knows when to speak and when to show their visual.

4. 20–33: Build and refine visuals

• Students work on their display/slide/poster: labelled diagram, graph with title and axes (where appropriate), or a data table with units.
• Teacher circulates with a checklist focusing on clarity: readable labels, correct titles, and results that match the conclusion.

5. 33–45: Rehearse with partner feedback

• Students practise a 1–2 minute “run-through” with a partner.
• Partners use feedback stems:
• “Your question is clear because…”
• “Your data is easy to see when…”
• “One improvement would be…”
• “A question I have is…”

6. 45–55: Whole-class mini “science conference”

• Small groups present to the class in quick rounds (e.g., 2–3 minutes per group including one question).
• Class practise respectful listening: one question per listener, linked to evidence (“Why do you think…?” “Which part of the data…?”).

7. 55–60: Reflection and next steps

• Students complete a short reflection on an exit slip or note: one thing that went well and one specific target for improvement before the final presentation.
• Teacher collects or reviews to identify common gaps for the final lesson.

Resources

• Student investigation booklets (question, method notes, data, results)
• Presentation template (question–method–results–conclusion with timing)
• Graph paper, rulers, coloured pencils or markers
• Data tables and graphing materials (or classroom device slides where available)
• Exemplars of labelled diagrams/graphs and clear conclusions
• Sentence starters for speaking and listening
• Feedback checklist for partners and teacher (visual clarity, evidence link, speaking clarity)
• Timer for rehearsal rounds

Assessment

• Formative observation during rehearsal and conference: clarity of explanation and evidence use.
• Evaluation of student visuals for accuracy, labelling and alignment between results and conclusion.
• Exit reflection: identifies a targeted improvement and shows understanding of what makes a science presentation effective.

Differentiation

• Support: provide sentence starters, a partially completed template, and a checklist with icons (label, title, evidence, conclusion).
• Support: offer group roles (speaker, data presenter, visual manager, timekeeper) to reduce cognitive load.
• Extension: challenge students to include limitations or an alternative explanation, and to justify conclusions using multiple data points.
• EAL/SEN: allow multimodal options (spoken plus pointer to visual; extra rehearsal time; reduced number of slides/sections) and pre-teach key science words used in the unit (evidence, observation, data, conclusion, method).