Drawing Conclusions from Evidence

Curriculum Area and Level

Subject: Science
Grade Level: 6th Grade
Curriculum Standards: Next Generation Science Standards (NGSS)

• Science and Engineering Practices: Engaging in Argument from Evidence (SEP7), Analyzing and Interpreting Data (SEP4)
• Core Ideas:
  • MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems.
  • MS-ESS3-1: Construct a scientific explanation based on evidence for how natural hazards affect humans.

Lesson Objective

By the end of the lesson, students will:

1. Understand the concept of inferencing – drawing conclusions based on evidence.
2. Identify scientific evidence within data and observations.
3. Use supporting evidence to explain their conclusions effectively.

Materials Needed

• Mystery science ‘evidence packs’ (prepared materials with observation details)
• Small whiteboards and markers
• Printed or projected images of fossil records, planetary surface changes, and biological adaptations
• Stopwatch/timer for activity timing
• Exit slip handouts

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Lesson Outline (40 minutes)

Engage (5 minutes) – Cracking the Case!

• Display a puzzling image (e.g., large footprints in a forest, collapsed building in an earthquake zone).
• Ask the class:
  "What do you think happened here? What clues are you using to make that guess?"
• Brief partner discussion (1–2 minutes).
• Collect brief responses and write a few predictions on the board.
• Explain: Today, we’ll act as science detectives—using evidence to make strong, logical explanations!

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Explore (15 minutes) – Mystery Box Challenge

Activity: What Happened Here?

1. Divide students into small groups of 5.
2. Give each group a sealed "Evidence Pack" (a packet including small written clues, diagrams, and data sets).
3. Assign different themes per group (e.g.,
   • A strange fossil found in an unexpected location
   • A weather anomaly recorded over a decade
   • Unusual animal adaptations in a given habitat).
4. Groups must:
   • Analyze the evidence
   • Infer what might have happened
   • Explain their conclusion using at least two pieces of evidence
5. Share-Out: Each group presents a 1-minute summary to the class, justifying their conclusion.

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Explain (10 minutes) – Strong vs. Weak Evidence

• Introduce two sample scientific claims—one based on weak evidence, one on strong evidence.
• Ask: “Which claim is stronger? Why?”
• Guide students to recognize that stronger claims back up every inference with observable evidence.
• Reinforce with a quick, whole-class mini-exercise:
  • Give a statement, and students hold up whiteboards with what they’d need as “evidence” to support it.

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Elaborate (5 minutes) – Real-World Application

• Present two real-life scientific scenarios:
  1. How scientists inferred that dinosaurs had feathers
  2. How ice core samples tell us about Earth’s past climates
• Ask students:
  Why was evidence important in making these conclusions? What if scientists made a guess without using evidence?
• Quick turn-and-talk discussion before whole-class wrap-up.

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Evaluate (5 minutes) – Proving Your Point!

Exit Slip

Before leaving, students answer on paper:

• One thing they inferred today
• One type of evidence they used
• How using evidence helps scientists make discoveries

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Differentiation Strategies

• For struggling students: Sentence starters for explanations ("I know this happened because...")
• For advanced students: Ask them to challenge another group’s inference by requesting more evidence.
• For ELL students: Provide image-based clues along with text for easier interpretation.

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Teacher Reflection Questions

• Were students able to clearly connect evidence to inference?
• Did students struggle with drawing conclusions, or was their difficulty explaining them?
• Which examples engaged students the most? Would a real-life case study further enhance the unit?

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Extension/Home Connection

• Optional: Ask students to bring in an article where scientists used inference & evidence (from nature, medical discoveries, or space exploration).
• Share in the next class—helping connect scientific thinking to the real world!

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💡 This lesson transforms your students into active scientific thinkers—developing their ability to argue, explain, and justify claims with evidence, just like real scientists do!