Research How Things Work

Overview

Lesson 2 of 3 in Exploring Forces and Waves. Students use teacher-approved sources to research light, sound, force or motion, then communicate an evidence-based explanation using a mini-poster or annotated diagram.

Learning intentions

• WALT use reliable classroom sources to gather and record scientific information.
• WALT distinguish between an observation and an explanation.
• WALT explain a cause-and-effect relationship using evidence and scientific vocabulary.
• WALT communicate scientific ideas clearly through diagrams, labels and discussion.

Success criteria

• I can record key facts in my own words and name my source.
• I can identify whether a statement is an observation or an explanation.
• I can use evidence to explain what causes an effect.
• I can include relevant vocabulary in a clear diagram or mini-poster.

Curriculum links

• Investigating in science: asking questions, gathering information and using observations or examples as evidence.
• Communicating in science: using scientific vocabulary, diagrams and explanations to share understanding.
• Participating and contributing: working cooperatively, listening to others and responding constructively.
• Science knowledge: developing age-appropriate understanding of light, sound, forces, motion, energy and cause-and-effect relationships.

Lesson structure (60 minutes)

1. 0–10 min – I do: Model research and evidence

Open with the hook and learning intention slides and ask: “How can we know that our explanation is scientifically sound?” Model researching one familiar phenomenon, such as a shadow forming, using a classroom book or teacher-approved website. Think aloud as you record two or three key facts in your own words and identify the source.

Model the difference between an observation and an explanation. For example: “The shadow is longer in the afternoon” is an observation; “The shadow changes because the direction of light changes” is an explanation. Show the class how to avoid copying and how to check that an explanation is supported by evidence.

2. 10–25 min – We do: Build a shared explanation

Use the shared research and cause-and-effect slides to investigate how a toy car slows on carpet, or how a shadow forms. Invite students to suggest facts, observations and possible explanations. Record ideas where everyone can see them.

Co-construct a cause-and-effect diagram, such as: light travels from a source → an object blocks some light → a darker area forms behind the object. Alternatively: the car contacts the carpet → friction acts against its motion → the car slows and stops. Add vocabulary such as source, direction, distance, contact force, friction, cause, effect and evidence. Check each claim by asking, “What makes us think that?”

3. 25–30 min – You do: Choose and plan

Arrange students in 13 pairs. Each pair chooses one area: light, sound, force or motion. Distribute the research organiser and mini-poster planning sheet. Pairs write a focused question and select a classroom text, book or teacher-approved website. Provide simplified texts or direct students to a suitable source where needed.

Briefly remind students that a source should help answer the question and must be recorded. Demonstrate how to paraphrase one sentence rather than copy it.

4. 30–50 min – You do: Research and create

Pairs complete the organiser: What is it? How does it work? What evidence or example supports this? What vocabulary is important? They then create a mini-poster or annotated diagram on the planning sheet. Their work must include a source, at least three key facts, one cause-and-effect explanation, and labelled arrows or annotations.

Circulate and conference with pairs. Ask: “Is this an observation or an explanation?” “What evidence supports that idea?” “What causes the change?” Encourage accurate vocabulary: transparent, translucent, opaque, reflection, absorb, vibration, pitch, volume, energy, gravity, direction, distance or friction, as appropriate.

5. 50–56 min – Gallery walk and feedback

Open the gallery-walk instructions and feedback prompt. Pairs leave their work visible and move quietly around the room, viewing several posters. Each pair leaves one positive comment or question for another group, focusing on the evidence, explanation, vocabulary or diagram. Students return to their own work and read the feedback.

6. 56–60 min – Exit ticket and connection

Use the plenary and exit-ticket prompt. Students complete the final section of the research organiser and mini-poster planning sheet independently:

• State one evidence-based fact.
• Explain one cause-and-effect relationship.
• Name the source that helped you.

Collect the sheets. Ask two or three students to share one strong explanation. Preview that Lesson 3 will use these ideas to apply understanding through an investigation or explanation of a new example.

Resources

• the complete lesson slide deck
• the research organiser and mini-poster planning sheet
• Classroom science books and texts
• Teacher-approved websites on light, sound, force and motion
• Projector or interactive display
• A familiar object or image for the modelling example, such as a toy car and carpet
• Large paper or shared classroom display space
• Pencils, coloured pencils and rulers
• Dictionaries or classroom vocabulary resources

Assessment

• During modelling and discussion, listen for accurate distinctions between observations and explanations and note students who need further support.
• Check pair organisers and posters for a recorded source, facts in students’ own words, relevant vocabulary, evidence and a clear cause-and-effect relationship.
• Use the exit ticket to identify students who can state evidence-based facts and explain relationships independently. Use responses to plan the next lesson’s grouping and vocabulary review.

Differentiation

• Support learners with simplified texts, visuals, a vocabulary bank and sentence frames: “I observed…”, “This happens because…”, and “My evidence is…”.
• Offer a small choice of pre-selected sources and allow students to explain orally while a partner or teacher records key ideas.
• Provide a partially completed cause-and-effect diagram or vocabulary cards for students who need more structure.
• Extend learners by asking them to compare two variables, such as carpet and smooth floor, or to explain an unexpected result using evidence and a possible limitation of the source.
• Support EAL and SEN learners with mixed-ability pairing, read-aloud access, enlarged print, chunked instructions and frequent teacher check-ins.