Publish and Share Findings

Overview

In this final lesson of the Experiment Report Writers unit, students edit, publish and communicate an accurate information report for a chosen audience. They use scientific evidence, formal language and clear design choices to present a key finding.

Learning intentions

• WALT edit, publish and communicate an accurate information report.
• WALT use formal and technical language accurately.
• WALT organise information clearly for a chosen audience.
• WALT share a scientific finding confidently and respectfully.

Success criteria

• I can present a complete report with an appropriate structure.
• I can use formal and technical language accurately.
• I can proofread and correct spelling, punctuation, grammar and formatting errors.
• I can communicate a key finding clearly using evidence.

Curriculum links

• English: create, edit and publish texts for a particular purpose and audience.
• English: select language, structure and visual features to communicate ideas clearly.
• English: listen, speak, present and respond appropriately in varied contexts.
• Science: communicate findings from an investigation using evidence and accurate scientific vocabulary; develop collaboration, self-management and critical-thinking capabilities.

Lesson structure (45 minutes)

1. 0–5 minutes – Revisit the purpose and audience Display the visual timetable and open the introduction and hook slides. Ask: “What makes an experiment report trustworthy and easy to understand?” Briefly revisit the report structure: title, purpose or question, method, results, conclusion and references or sources. Students identify the audience for their report: classmates, whānau, another class or a younger learner.

2. 5–12 minutes – Model the final edit Show a deliberately flawed report page from the editing model. Think aloud while checking one sentence, one heading, one diagram and one scientific claim. Model checking that results match the data, labels are accurate, technical words are used correctly and the conclusion answers the investigation question. Emphasise that editing improves meaning, not just appearance.

3. 12–22 minutes – Independent final check Distribute the final report editing and publishing checklist. Students read their report aloud quietly, with a partner, or using audio proofreading. They check spelling, punctuation, grammar, headings, paragraphing, diagrams, captions, formatting and scientific accuracy. Students correct errors in a different colour and ask the teacher for a short editing conference if they are unsure about a scientific statement or structural choice.

4. 22–34 minutes – Publish the report Students produce a final version by typing, handwriting or using speech-to-text. They choose a clear layout, readable font, suitable spacing and appropriately sized headings and diagrams. Encourage students to make one deliberate design choice for their audience, such as a larger diagram for younger readers or a highlighted key finding. The teacher conferences with students who need support and checks that corrections have been applied.

5. 34–41 minutes – Share a key finding In mixed-ability groups, students take turns sharing their report title, investigation question and one key finding supported by evidence. They may read, speak from notes, display the report, record an audio explanation or share with the teacher instead. Use the sharing prompts: “Our investigation asked…”, “We found…”, “This evidence shows…”, and “One limitation or surprise was…”. Listeners give one specific positive response or ask one respectful question.

6. 41–45 minutes – Reflect and celebrate Students complete the Success Criteria exit ticket slips by identifying one criterion they met and one improvement they made. Invite two or three volunteers to share an effective editing or design decision. Collect reports and exit tickets for assessment.

Resources

• the complete editing, publishing and sharing slide deck
• the final report editing and publishing checklist
• Students’ draft experiment reports and investigation data
• Devices, headphones and speech-to-text or text-to-speech tools
• Printer or paper, pencils, coloured editing pens and rulers
• Projector or interactive board
• Visual timetable and timer
• Dyslexia-friendly font, generous line spacing and uncluttered templates
• Optional recording device or quiet presentation space
• the Success Criteria exit ticket slips

Assessment

• Observe students’ editing decisions, use of technical vocabulary and ability to check scientific accuracy during the checklist and conferences.
• Assess the published report for structure, audience awareness, accurate information, formal language, proofreading, diagrams and presentation.
• Use the oral or recorded sharing and exit ticket to assess whether students can communicate a finding clearly and reflect on their progress.

Differentiation

• Provide the checklist, a model report layout, colour-coded headings and a short editing conference. Complete the first checklist item together where needed.
• Offer typing, handwriting, speech-to-text, text-to-speech, audio proofreading and a choice of live, recorded, partner or teacher sharing.
• Use a visual timetable, chunked instructions, a timer, quiet workspace and a calm alternative to presenting for students with ADHD or autistic learners. Allow movement or sensory breaks without penalty.
• Provide dyslexia-friendly font and spacing, read-aloud support and translated publishing instructions in Mandarin, Russian and Arabic. Pair students strategically and allow oral rehearsal before writing.

Extension

• Create an accessible version of the report for a younger audience, explaining the language and design choices.
• Add a concise abstract, glossary and data visualisation, then explain how each addition helps the chosen audience.