Framing Experiment Reports

Overview

This is lesson 6 of 8 in Experiment Report Writers for a mixed Year 4–6 class of 25. Students use their own experiment results to draft an introduction and conclusion that frame the report, communicate findings clearly and maintain a formal tone.

Learning intentions

• WALT write an introduction that names the topic and purpose of an experiment.
• WALT write a conclusion that summarises the key finding using evidence.
• WALT connect the conclusion to the results and prediction.
• WALT use a clear, formal tone in an information report.

Success criteria

• I can introduce the topic and purpose.
• I can summarise the key finding.
• I can connect my conclusion to evidence from my results.
• I can maintain a formal tone and check my writing.

Curriculum links

• Creating texts: plan, draft and revise writing for a clear purpose and audience.
• Language features: use precise vocabulary, complete sentences and an appropriate formal register.
• Reading and responding: identify and synthesise important information from results and observations.
• Communication and collaboration: contribute ideas, listen to others and make purposeful choices as writers.

Lesson structure (45 minutes)

1. 0–5 minutes – Reconnect and hook Open with the experiment report opening slide. Display two short report endings: one that gives a clear finding and one that adds an unrelated fact. Students silently decide which is more effective, then briefly justify their choice to a partner. Remind students that today they are completing the beginning and ending of their own report.

2. 5–12 minutes – Explicit teaching and modelling Use the introduction and conclusion model slides to show a simple experiment, such as testing which material keeps ice from melting longest. Model an introduction: “This experiment investigated which material would keep an ice cube frozen for the longest time. The purpose was to compare the insulating properties of three materials.” Identify the topic and purpose. Model a conclusion that summarises the result: “The results showed that wool kept the ice cube frozen for the longest. This supported the prediction because the wool-wrapped cube had the smallest amount of melting.” Explain that a conclusion uses evidence and does not introduce a new experiment, opinion or unrelated information.

3. 12–17 minutes – Oral rehearsal Students use their own results and rehearse an introduction and conclusion with a partner. Display the sentence stems from the oral rehearsal slides: “This experiment investigated…”; “The purpose was to…”; “The results showed…”; “This did/did not support the prediction because…” Partners listen for the topic, purpose, key finding and evidence. Students may point to results tables or graphs while speaking.

4. 17–20 minutes – Movement break and reset Lead a short movement break: students stand, stretch, and move to one of four labelled areas of the room—topic, purpose, finding or evidence—when each word appears on the slide. Return students to a quiet writing position and review the visual success checklist on the writing checklist slides.

5. 20–35 minutes – Independent drafting Distribute the introduction and conclusion drafting sheet. Students draft an introduction and conclusion linked to their experiment results. They may handwrite or type. Encourage students to use exact observations, measurements or comparisons from their results. Confer with individuals, checking that the conclusion answers “What did we find?” and “What evidence shows this?”

6. 35–41 minutes – Partner feedback and revision Students read their two sections to a partner or use a quiet read-and-point option. Partners use the checklist to identify one strength and one improvement: topic and purpose are clear, the finding is summarised, evidence is included, and the tone is formal. Students revise at least one sentence. Early finishers discuss whether their results supported the prediction and write a justified next step or question.

7. 41–45 minutes – Plenary and exit check Invite two or three students to share an effective sentence. Ask: “How is a conclusion different from a new result?” Students complete the success criteria exit ticket slips, ticking the criteria they met and naming one sentence they improved. Collect drafts and exit slips for formative assessment.

Resources

• the complete introduction and conclusion teaching deck
• the introduction and conclusion drafting sheet
• the success criteria exit ticket slips
• Students’ experiment reports, results tables, graphs or observation notes
• Whiteboard and markers
• Devices and headphones, if typing is available
• Highlighters or coloured pencils
• Visual timer and clearly displayed success checklist

Assessment

• Listen during oral rehearsal for accurate use of topic, purpose, finding and evidence.
• Review drafts for a relevant introduction, evidence-linked conclusion and formal tone.
• Use exit slips to identify students needing further support before lesson 7.

Differentiation

• Provide paragraph templates, sentence stems, an exemplar and translated key phrases. Allow oral rehearsal before writing and teacher scribing where needed.
• For dyslexic learners, offer dyslexia-friendly sans-serif text, enlarged spacing, coloured overlays, speech-to-text, text-to-speech and the option to type.
• For ADHD and autistic learners, use a visual timer, predictable steps, reduced-copying demands, quiet writing spaces and a choice of handwriting or typing. Give one instruction at a time and check understanding privately.
• Pair students thoughtfully in mixed-ability groups. Support writers with a word bank of formal verbs such as “investigated”, “compared”, “showed” and “supported”; extend confident writers to explain an unexpected result or propose a justified next investigation.