Fact, Evidence, Perspective

Overview

In lesson 3 of Our Place, Our Stories, students explore how facts, opinions, evidence and perspectives shape communication. Using accessible community and environmental claims, they classify statements, identify evidence, and compare viewpoints respectfully.

Learning intentions

• WALT distinguish facts from opinions.
• WALT identify evidence that supports a claim.
• WALT explain how a speaker’s perspective shapes communication.
• WALT compare different perspectives respectfully.

Success criteria

• I can classify a statement as fact, opinion or a claim needing evidence.
• I can identify evidence that supports or challenges a claim.
• I can explain how a speaker’s culture, experience, role, values or age may shape their viewpoint.
• I can compare perspectives and respond respectfully.

Curriculum links

• Understanding and using oral, written and visual language for different purposes and audiences.
• Reading and viewing texts critically, including identifying viewpoints, claims and supporting details.
• Speaking, writing and presenting ideas clearly, with relevant evidence and appropriate language.
• Developing thinking, relating to others, participating and contributing, and using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–5 minutes – Connect to prior learning and introduce the WALT Welcome students and revisit the unit question: “How do stories help us understand our place?” Open with the introduction and hook slides and ask: “Can two people see the same place differently?” Briefly explain that a fact can be checked, an opinion expresses a judgement or feeling, and a claim is an idea that needs evidence.

2. 5–15 minutes – Model fact, opinion and evidence Show the statement set in the fact, opinion and evidence teaching slides. Model thinking aloud with age-appropriate examples, such as “Our school has a library” and “The library is the best place in school.” Ask students what could be checked and what reveals a personal judgement. Introduce colour coding: blue for facts, yellow for opinions and green for evidence.

3. 15–28 minutes – Classify statements in pairs Distribute the fact, evidence and perspective worksheet to pairs. Students classify statements about a local park, river or school environment, then underline words that signal opinion. Younger students may draw or use F/O labels; older students should explain why a statement is a fact, opinion or unsupported claim. Circulate and ask, “What would we need to check this?” and “What evidence would make this stronger?”

4. 28–40 minutes – Explore contrasting accounts Open the contrasting community accounts. Present two short accounts of a proposed change, such as adding a playground beside a stream. One speaker may be a child who wants somewhere to play; another may be a kaitiaki, gardener or nearby resident concerned about the environment. In groups of three, students identify each speaker’s claim, evidence and viewpoint. Discuss how role, experience, values, culture and age may influence what each speaker notices and values.

5. 40–50 minutes – Compare perspectives respectfully Groups complete the comparison section of the fact, evidence and perspective worksheet. Use the speaking frame: “From ___’s perspective, ___ because ___. Another perspective is ___.” Students share one similarity and one difference between the accounts. Remind them to challenge ideas, not people, and to use respectful language such as “I agree because…”, “I see it differently because…” and “I would like more evidence about…”.

6. 50–57 minutes – Balanced response and stronger evidence Older students write a short balanced response evaluating both claims and proposing one stronger piece of evidence, such as a survey, observation, map, interview or environmental check. Younger students orally complete: “I think ___ because ___; another person might think ___ because ___.” Invite two or three students to share. Use the balanced response and discussion slides to reinforce that evidence should be relevant and trustworthy.

7. 57–60 minutes – Plenary and self-assessment Return to the WALT using the plenary and self-assessment slide. Students give a thumbs signal or verbal response to: “What is the difference between a fact and an opinion?” and “How can perspective change a message?” Collect worksheets or note one response from each student for formative assessment.

Resources

• the Fact, Evidence and Perspective teaching deck
• the fact, evidence and perspective worksheet
• Whiteboard or interactive display
• Blue, yellow and green highlighters or coloured pencils
• Prepared examples of local community or environmental claims
• Pencils and writing materials
• Optional photographs of a familiar local place

Assessment

• Listen for accurate classification and reasoning during pair and group work.
• Check whether students identify a claim, relevant evidence and at least one influence on perspective.
• Use the worksheet and plenary response to identify students needing further support with fact, opinion or respectful comparison.

Differentiation

• Support learners with colour coding, icons, simplified statements, oral rehearsal and the sentence frames provided on the worksheet.
• Pair students strategically and allow drawing, pointing, first-language discussion or recording an oral response before writing.
• For Years 1–4, use familiar school or playground examples and focus on fact versus opinion; for Years 5–8, include unsupported claims, source reliability and stronger evidence.
• Provide an adult-supported group for learners needing SEN support, read statements aloud, reduce the number of examples, and offer extension learners the opportunity to evaluate competing claims and propose several types of evidence.