Explaining and Reflecting

Overview

Lesson 4 of 4 in the Predict, Observe, Explain unit. Students revisit their investigation results, compare them with their predictions, and communicate a clear conclusion using evidence. They complete a structured science report and identify one improvement for a future investigation.

Learning intentions

• WALT compare a prediction with investigation results.
• WALT use observations as evidence to explain what happened.
• WALT communicate an investigation clearly in a science report.
• WALT suggest one way to improve a future investigation.

Success criteria

• I can state the question and prediction from my investigation.
• I can describe relevant observations or results accurately.
• I can explain whether the evidence supported my prediction.
• I can suggest one sensible improvement for another investigation.

Curriculum links

• Nature of Science: understanding that science involves asking questions, making predictions, carrying out investigations, and using evidence to explain findings.
• Investigating in Science: students use their observations and results to identify patterns and draw a conclusion.
• Communicating in Science: students use appropriate scientific language, drawings, tables, and sentences to communicate ideas.
• Key competencies: thinking; using language, symbols, and texts; managing self; participating and contributing.

Lesson structure (50 minutes)

1. 0–5 minutes – Reconnect with the investigation Open with the hook and learning intention slides. Display the question: “Does the evidence always match our prediction?” Invite students to briefly recall the investigation question, what they predicted, and one observation from the previous lesson. Emphasise that a prediction does not need to be correct to be useful.

2. 5–12 minutes – Model prediction versus conclusion Use the prediction-and-conclusion teaching slides to model a simple example. Think aloud: “My prediction was… The results showed… Therefore…” Explain that a conclusion answers the question using evidence; it is not simply a statement of whether someone was right or wrong. Model both outcomes: evidence supports the prediction, or evidence does not support it.

3. 12–17 minutes – Sort and discuss evidence In pairs, students revisit their group’s results from the investigation. Ask them to identify one result that is strong evidence and one observation that may not be useful. Use the evidence discussion slide and prompt: “What did you see, measure, or notice that helps answer the question?” Take two or three responses and clarify that evidence must relate to the investigation question.

4. 17–35 minutes – Complete the science report Distribute the structured science report. Students complete the sections independently, referring to their investigation notes or group data. The report includes the question, prediction, observations/results, finding, evidence-based explanation, and one improvement. Circulate and conference with students using prompts such as: “What does your result show?” and “Which observation supports that idea?” Students may add a labelled drawing or small table if this helps communicate their findings.

5. 35–43 minutes – Partner check and improve Students exchange reports with a partner and use the checklist on the structured science report to give kind, specific feedback. Partners check that the report includes a question, prediction, evidence, a conclusion, and an improvement. Students return their reports and make at least one change, such as adding a measurement, explaining a result, or making the improvement more specific.

6. 43–48 minutes – Share explanations Return to the sharing and reflection slides. Invite several students to share a conclusion, including examples where the prediction was supported and not supported. Classmates listen for the evidence used and respond: “The evidence supports this because…” or “I wonder whether…”

7. 48–50 minutes – Exit reflection Students complete the final reflection prompt on the structured science report: “The most important evidence was… because…” and “Next time I would improve…” Collect reports to assess individual understanding. Briefly celebrate careful observing, honest conclusions, and thoughtful improvements.

Resources

• the complete Predict, Observe, Explain lesson deck
• the structured science report
• Students’ investigation notes, results, and group data from Lessons 1–3
• Pencils, erasers, and coloured pencils
• A few completed or anonymised examples for modelling
• Whiteboard and pens
• Optional display of the class investigation question

Assessment

• During discussion, listen for students distinguishing a prediction from a conclusion and referring to specific observations or results.
• Use the science report to assess whether each student can communicate the question, prediction, evidence-based finding, and one realistic improvement.
• Note students who need further support with using evidence, interpreting results, or writing a complete explanation.

Differentiation

• Provide sentence starters: “I predicted…”, “The results showed…”, “This supports/does not support my prediction because…”, and “Next time I would…”.
• Allow students to explain their conclusion orally to an adult or partner before writing. Provide a word bank including prediction, observation, evidence, result, conclusion, and improve.
• Pair students strategically and highlight the relevant result or observation in their group data for learners who need help locating evidence.
• Extend confident students by asking them to discuss the reliability of their evidence, compare results from more than one trial, or explain how a proposed improvement could make the investigation fairer.