Presenting Findings

Overview

This is the final lesson (Lesson 6 of 6) in the unit Chill Out: Science Ice Cream. Students will analyse their experiment data, represent their results on bar graphs, and practise drawing evidence-based conclusions. They will reflect on their original predictions and discuss the scientific process behind their findings.

This plan is designed for Year 4 students (ages 8–9), following the UK National Curriculum Framework for Science, specifically the programme of study for Working Scientifically and Animals, including humans.

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Learning Objectives

• Present their experiment results clearly using bar graphs.
• Interpret data and draw conclusions supported by evidence.
• Reflect on the accuracy of their initial predictions.

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Success Criteria

By the end of this lesson, students will:

• Create clear bar graphs to represent their data accurately.
• Use scientific language to describe what their graph shows.
• Formulate a conclusion based on their experimental evidence.
• Confidently discuss whether their predictions were correct or what surprised them.

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Curriculum Links

• National Curriculum Science (2014)
  • Working Scientifically: recording data, presenting findings in bar charts, using evidence to explain results.
  • Animals, including humans: understanding changes in states of matter (melting), experimentation.
• Key Stage 2 Attainment Targets
  • Communicate scientific ideas clearly (oral and written).
  • Use straightforward scientific evidence to support conclusions.

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Resources Needed

• Students’ recorded data from previous experiments (Lesson 5).
• Graph paper or printed bar graph templates (x30).
• Coloured pencils/markers.
• Whiteboards and pens for group discussions.
• Projector or interactive whiteboard to display sample graphs and examples.
• Printed sentence starters and conclusion frames.

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Lesson Structure (60 minutes)

1. Starter Activity: Recap Predictions and Data (10 minutes)

• Begin with a quick whole-class review of their predictions from Lesson 5 (e.g. which ice cream mix would freeze fastest, or which method made the smoothest ice cream).
• Ask volunteers to share their predictions aloud and remind the class of the importance of testing and data collection.
• Show a sample simple bar graph related to ice cream temperatures or freezing times and discuss its parts (title, axis labels, bars).

2. Main Activity Part 1: Creating Bar Graphs (20 minutes)

• Hand out the students’ own experimental data sheets and graph templates.
• Teacher models how to transfer data points onto a bar graph:
  • Label axes properly (e.g., X-axis = experiment type, Y-axis = freezing time in minutes)
  • Choose appropriate scale and draw bars to scale.
• Students then create their own bar graphs independently or in pairs, colouring bars for clarity.
• Circulate to support, ensuring correct labelling and scaling.
• Encourage neatness and accuracy as part of scientific reporting.

3. Main Activity Part 2: Drawing Conclusions (15 minutes)

• Use sentence starters to scaffold writing conclusions, e.g.:
  • "The graph shows that..."
  • "My data supports the prediction because..."
  • "One thing I noticed was..."
  • "This means that..."
• Students write short conclusions from their data, linking evidence directly to their statements.
• Encourage reflection: Did their prediction match the data? Why or why not?
• Provide prompts for deeper thinking: "What could we do differently next time?" or "What surprised you?"

4. Group Sharing and Discussion (10 minutes)

• In small groups (4-5 pupils), have students present their graphs and conclusions to peers.
• Peers listen and ask simple questions (teacher guides question ideas), e.g., "Why do you think this happened?"
• Emphasise the scientific skill of communicating findings clearly and politely challenging ideas if needed.

5. Plenary: Reflecting on the Scientific Process (5 minutes)

• Whole-class reflection: Discuss the importance of experiments, data collection, and how scientists use graphs to share ideas.
• Ask “What’s the most interesting thing you learned about ice cream from your graphs?”
• Reinforce that science is about asking questions, testing, and learning from results—even if they don’t match predictions.

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Differentiation

• Support: Provide simplified data sets and pre-drawn bars for less confident graph makers. Use sentence starters and conclusion frames.
• Challenge: Encourage advanced writers to include comparisons between different data sets and explain unexpected results.
• Extension idea: Introduce the concept of mean (average) freezing time from multiple trials and create graphs including this.

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Assessment Opportunities

• Observe students’ ability to create correctly labelled bar graphs.
• Listen to group discussions for scientific vocabulary and understanding.
• Review written conclusions for evidence-based reasoning.
• Use a quick exit quiz or thumbs-up/down to check confidence in presenting findings.

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Cross-Curricular Links

• Maths: Reading and creating bar graphs, data handling, measuring scales.
• English: Writing structured explanations and conclusions, using scientific vocabulary.
• PSHE: Working collaboratively and communicating ideas respectfully.

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Notes for Teachers

• Encourage enthusiasm by reminding students they’ve become “mini scientists” through this unit.
• Use questioning techniques inspired by enquiry-based learning: Why? How do you know? What evidence?
• Consider photographing student graphs for a classroom science display or digital portfolio to show progression.

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This lesson wraps up the unit with a focus on critical scientific skills: data visualisation and evidence-based conclusions, tailored to Year 4’s developmental and curricular stage under the UK framework.