Findings Presentation

Overview

In this final lesson of the unit, students share what they have learned about land formation and fossils. They present evidence from their investigations and learning across the unit to the class.

Learning intentions

• WALT: Share learning about land formation and fossils using clear scientific language and evidence.
• WALT: Explain how landforms can change over time and how fossils provide clues about the past.
• WALT: Give and receive respectful feedback to improve scientific presentations.

Success criteria

• I can present my findings clearly to an audience (using a chosen format).
• I can include key scientific ideas about land formation and fossils.
• I can use evidence (e.g., notes, observations, or model/data) to support my explanations.
• I can give a peer a kind, specific comment and one helpful suggestion.

Curriculum links

• Science and the natural world: exploring how natural processes shape landforms and how fossils help us understand past environments.
• Developing investigating skills: using evidence to communicate understandings.
• Communication in science: presenting findings logically and using appropriate vocabulary.
• Key competencies: thinking (making meaning from evidence), using language/symbols (scientific communication), participating and contributing (feedback).

Lesson structure (30 minutes)

1. 0–3 minutes – Warm start & task overview

• Students recap the unit goal and what “good science communication” looks like (clear claim, evidence, explanation).
• Teacher reminds students this is Lesson 8/8 and presentations will be brief but focused.

2. 3–8 minutes – Presentation planning check

• In pairs, students confirm their format (poster, oral talk, or digital slide) and decide the order: landform process → fossils → evidence → summary.
• Provide a quick “must include” checklist on the board: one land formation idea, one fossil idea, and one piece of evidence.

3. 8–20 minutes – Presentations (structured gallery or rotation)

• Divide the class into small groups (e.g., 4 groups of 7, or 5 groups with slight differences) and rotate through short presentations.
• Each student gets ~1 minute, or if group size allows, ~1–2 minutes. Timer helps keep fairness and focus.
• Audience members listen for “evidence words” (e.g., “my investigation showed…”, “this suggests…”, “because…”).

4. 20–26 minutes – Peer review feedback

• After each presentation (or at the end of a group’s rotation), students give feedback using a simple two-part sentence frame:
• “One thing that was clear was…”
• “A suggestion to improve is…”
• Teacher circulates to model strong feedback and ensure it stays respectful and specific.

5. 26–29 minutes – Quick reflection (individual)

• Students write one sentence: “My key learning from this unit is…” and one next step: “Next time I will…”
• Dyslexia-friendly option: allow oral recording or a traced sentence starter sheet.

6. 29–30 minutes – Wrap-up

• Teacher thanks students, highlights 1–2 effective communication strategies observed, and previews how their feedback will be used to refine learning.

Resources

• Student presentation materials from earlier lessons (poster paper, markers, devices/tablets if available)
• Evidence notes or “evidence cards” (small summaries of observations/learning)
• Timer for short, fair presentations
• Peer feedback sentence frames (printed and readable)
• Sentence starters for scientific explanations (e.g., “Fossils can tell us…”, “Landforms change when…”)
• Simple rubric-style criteria poster (clarity, scientific ideas, evidence, respectful feedback)
• Dyslexia-friendly reading options: larger-font handouts, audio version of task instructions, or teacher read-aloud cards
• Optional: diagram templates (rock layers, fossil position, erosion/deposition flow)

Assessment

• Formative assessment during presentations: teacher listens for clear explanation using evidence about land formation and fossils.
• Peer assessment: students’ feedback shows they can identify clarity and offer constructive suggestions.
• Evidence of learning in reflection: short written or oral responses capturing a key unit idea and a next step.

Differentiation

• Support:
• Provide a planning sheet with three boxes (Land formation / Fossils / Evidence) and sentence starters.
• Allow students to present with support cards (cue prompts) or in pairs (e.g., one explains landforms, the other fossils).
• Offer audio options for instructions and simplified vocabulary cards.
• Scaffold scientific language:
• Model “because” explanations and demonstrate how to link evidence to claims.
• Provide a word bank with common terms (erosion, deposition, layers, fossil, environment, change over time).
• Extension (advanced learners):
• Ask for an additional step: “Connect your landform idea and fossil idea—what story do they tell together?”
• Invite students to include a comparison (e.g., “How would a different environment create different fossil evidence?”).
• EAL/SEN:
• Pre-teach key phrases for feedback and presenting (e.g., “One thing I noticed…”, “I suggest you…”, “This shows…”).
• Permit multimodal communication (draw + labels, gestures, or audio narration for digital slides).
• Reduce writing load: allow bullet points, diagrams, or recorded audio instead of full paragraphs.

Extension (optional)

• Provide a peer review challenge for students who finish early: revise one slide/poster section immediately based on peer feedback and present the improved version to the teacher only.