Evidence to Design

Overview

Lesson 4 of 15 in Playground Physics and Design. Teams organise evidence from their playground visit, compare predictions with observations, and make an early, evidence-based decision about a playground feature such as equipment, surfaces, slopes, stopping areas or accessibility.

Learning intentions

• WALT organise observations in tables, diagrams and simple graphs.
• WALT compare what we predicted with what we observed.
• WALT use evidence to make a design decision.
• WALT explain our thinking using claim, evidence and reasoning.

Success criteria

• I can sort playground observations into a clear table or diagram.
• I can make or read a simple graph using our team’s data.
• I can say whether our evidence supports or changes a prediction.
• I can make a design claim and support it with evidence and reasoning.

Curriculum links

• Science: Physical World — noticing and describing how movement, pushes, pulls, surfaces and slopes affect playground experiences.
• Science capabilities — gathering, organising, interpreting and communicating evidence.
• Nature of Science — using observations to support explanations and make decisions.
• Technology: Designing and developing outcomes — identifying a need and making an informed early design decision.
• Key competencies: thinking; managing self; participating and contributing; using language, symbols and texts.

Lesson structure (45 minutes)

1. 0–5 minutes — Reconnect and hook

Open with the playground evidence hook. Show a playground design question such as: “Which surface would make this area safer and easier for more children to use?” Briefly revisit the previous visit and ask students to turn and talk: “What did we predict? What did we actually notice?”

Explain that today they are moving from collecting evidence to making a design decision. Remind students that evidence is something they observed, counted or measured—not simply an opinion.

2. 5–10 minutes — Model organising evidence

Use the evidence-organising examples to model changing a few sample observations into a table and a simple picture or column graph. Think aloud: “Our prediction was that the sloped surface would make objects move faster. Our observations show…”

Introduce the sentence frame: “Our claim is… The evidence is… This means…” Clarify that a claim is the decision or answer, evidence is the relevant observation or data, and reasoning explains how the evidence supports the claim.

3. 10–13 minutes — Explain the team task

Distribute the playground evidence organiser to each team. Explain that teams will choose one design question from their visit data, such as:

• Which equipment or movement feature should be included?
• Which surface seems safest or most suitable?
• Should the design include a slope, a stopping area or a different route?
• How could the playground be easier for more children to access?

Teams must include at least one table, diagram or simple graph, compare a prediction with evidence, and record one early design decision.

4. 13–27 minutes — Teams organise and interpret data

In groups of four or five, students use their visit notes, drawings and counts to complete the organiser. Suggested roles are reader, recorder, data checker, discussion leader and reporter; students may share roles if needed.

Circulate and ask:

• “What exactly did you observe?”
• “Which evidence is most useful for this decision?”
• “Does the evidence support, change or add to your prediction?”
• “How would this choice affect safety, enjoyment and access for different users?”

Encourage students to label graphs clearly and avoid treating one observation as proof of a general rule.

5. 27–37 minutes — Create a CER design explanation

Teams use the second part of the playground evidence organiser to prepare either a claim-evidence-reasoning poster section or an annotated engineering notebook entry.

Their explanation should include:

• Claim: “We recommend…”
• Evidence: “We observed, counted or noticed…”
• Reasoning: “This matters because…”

Ask teams to add an annotated sketch showing where their decision might appear in the playground. Include at least one note about accessibility, for example a clear route, a suitable surface, space to stop or a way for different children to participate.

6. 37–42 minutes — Share and respond

Use the team-share prompts. Invite three or four teams to give a one-minute explanation. After each share, classmates respond with one evidence-based question or positive comment, such as “Your evidence supports the decision because…” or “Could you also consider…?”

If time allows, teams hold up a thumb to show whether the evidence strongly supports, partly supports or changes their original prediction.

7. 42–45 minutes — Plenary and collect evidence

Return to the final reflection slide. Students complete the final reflection on the playground evidence organiser: “One prediction we changed or confirmed was…” and “One design decision we can justify is…”

Collect team organisers and ask students to name one difference between an opinion and evidence. Preview that the next lesson will test or improve the early design decisions.

Resources

• the playground evidence slide deck
• the playground evidence organiser
• Teams’ playground visit notes, sketches, counts and photographs, if available
• Pencils, coloured pencils and rulers
• Large paper or mini-whiteboards for team explanations
• Simple graph examples prepared by the teacher
• Sticky notes for peer questions
• Timer

Assessment

• Observe whether students distinguish predictions, observations and opinions during team discussion.
• Check tables, diagrams and graphs for accurate organisation, labels and a clear connection to the playground evidence.
• Assess the CER explanation: a relevant claim, specific evidence, reasoning that links the evidence to the decision, and consideration of accessibility.
• Use the final reflection to identify students who need further support interpreting data or explaining cause and effect.

Differentiation

• Provide sentence frames, a word bank with terms such as surface, slope, evidence, safe, accessible and recommend, and a partially completed table for students needing support.
• Allow students to explain ideas orally before writing; pair writers and speakers strategically. Use icons, colour coding and teacher-scribed key observations for EAL learners and students with writing difficulties.
• Offer graph paper, pre-drawn axes and a small set of agreed data for students who need help constructing a graph.
• Extend confident students by asking them to compare two possible designs, identify limitations in their evidence, or suggest what they would test next before making a final decision.