Egg Strength Study

National Curriculum Links

• Science Programme of Study (Year 6, Evolution and Inheritance):
  • Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
  • Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
• Working Scientifically:
  • Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
  • Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
  • Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
  • Use test results to make predictions to set up further comparative and fair tests.
  • Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results.

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WALT

• We are learning to design and carry out a fair scientific enquiry to investigate the strength of eggs and evaluate the trustworthiness of our methods and results.

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Success Criteria

• I can explain why eggs are strong and how their shape helps protect them.
• I can work with my group to set up a fair test to measure the strength of an egg.
• I can collect accurate measurements, recording them clearly and carefully.
• I can evaluate how trustworthy our method and results are using scientific language.
• I can suggest improvements or further enquiries linked to the investigation.

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Resources

• Chicken eggs (1 per group)
• Newton meters or standard weights/books of incremental mass
• Cardboard/toilet roll tubes (to support eggs)
• Clingfilm (to protect weights/books)
• Plasticine (to hold eggs in place)
• Science Planning Templates (KS2)
• Whiteboards and markers
• Dyslexia-friendly written instructions and diagrams

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Lesson Structure (60 mins)

1. Engage & Connect (10 minutes)

• Starter question: “Why do hens sit on their eggs? Why don’t eggs break easily even though they seem fragile?”
• Discuss briefly: The shape of eggs and natural adaptations to protect the developing chick inside.
• Show an example egg and ask: “What do you think makes the egg strong?”
• Introduce the enquiry question: How strong is an egg and how can we test this scientifically?

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2. Explore – Planning the Enquiry (15 minutes)

• Split students into groups of 4. Each group receives materials and the planning template.
• Explain clear variables to control: egg position, how weight is applied, how the egg is supported, measuring increments of weight.
• Teacher models setting up one example (e.g., placing egg on plasticine “nest”, weights added slowly on top).
• Groups discuss and decide:
  • Which part of the egg to test (pointed end, side, blunt end)?
  • How to keep the egg steady and protected?
  • What to measure (weight/newtons), and how?
  • How to record measurements reliably and fairly?
• Differentiation:
  • Support lower ability/dyslexic learners with role cards (e.g., measurer, recorder, timekeeper). Provide dyslexia-friendly templates with diagrams.
  • Challenge higher ability groups to consider what could make the test unfair and how to improve accuracy (e.g., repeat tests, use more precise equipment).

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3. Experiment – Conducting the Test (20 minutes)

• Groups carry out the test, adding weights progressively until the egg breaks.
• Pupils record all data carefully on the KS2 Planning Template.
• Teacher circulates, asking probing questions:
  • “How are you ensuring fairness in your test?”
  • “Do you think your measurements are accurate?”
  • “What might affect the reliability of your results?”
• Encourage groups to take photos/sketch setups for their evaluation section.

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4. Reflect & Evaluate (10 minutes)

• Groups discuss and complete the evaluation section of their templates:
  • Which variables were controlled or difficult to control?
  • How precise were their measurements?
  • How trustworthy are their results?
  • What improvements could be made?
  • What further questions could they ask? (e.g., Does egg shape or type influence strength?)
• Share key reflections orally, linking to WALT and success criteria.

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5. Plenary & Extension (5 minutes)

• Groups share one key insight or improvement with the class.
• Extension task: Pupils who finish early or want extra challenge design a follow-up enquiry considering different types of eggs (duck, quail, etc.) or other variables like temperature or shell thickness.
• Provide dyslexia-friendly slide with questions for homework and reading.

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Assessment Opportunities

• Use science planning templates and evaluation responses to assess pupils’ understanding of fair testing, measurement accuracy, and evaluation skills.
• Targeted questions to support those “Meeting” or “Exceeding” assessment indicators from the TAPs document.
• Observe group discussions for use of scientific vocabulary and ability to reason about method reliability.

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Differentiation Summary

Learner Support	Strategies
Dyslexic Learners	Use dyslexia-friendly fonts/resources, clear step-by-step visuals, role assignments in groups to reduce cognitive load.
Lower Attaining	Scaffolded questioning, focus on one controlled variable at a time, adult support for recording and thinking about reliability.
Higher Attaining	Challenge to suggest and design further enquiries, evaluate precision in detail, identify subtle variables affecting results.

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This lesson plan embraces the spirit of the assessment-focused TAPs activity, encouraging pupils to engage as young naturalists while developing critical scientific enquiry skills essential for Year 6. This hands-on, reflective approach builds understanding of adaptation through a memorable and meaningful context, supporting a deep appreciation of evolution and inheritance science.