Developed
by Sam Peyton. Sc3, Solids, Liquids and Gases.
Twyford Church of England School
Introduction
This lesson is based on a concept cartoon activity, in which students
are presented with three theories and some evidence. Through discussion
they have to select the theory that they believe and justify their
decision by referring to the evidence. This lesson gives teachers
the opportunity to elicit the students’ ideas about particles,
a concept that many find difficult and about which many hold misconceptions.
Objective
Pupils will learn about the role of evidence in science.
This lesson also provides the teacher with an opportunity to explore
children’s initial ideas about particles.
Learning Outcomes
By the end of the lesson, pupils will be able to:
• choose relevant evidence to support a statement;
• produce evidence to support a theory;
• produce evidence to disprove a counter argument;
• participate in discussion.
Teaching Sequence
• A starter activity is used to encourage and assess pupils’
involvement. The pupils are presented with the statement; ‘I
am in a laboratory’. They are then asked, ‘What evidence
backs this up?’ The teacher collates a list of evidence
statements on the board, and asks the students which of the statements
are relevant and which are not. The activity serves to model the
idea of evaluating relevant evidence.
• The teacher presents a concept cartoon with evidence
statements and asks the pupils to decide which character they
agree with. They are then asked to select the evidence that backs
up their choice. They can use the evidence statements provided
or their own evidence.
• The teacher presents a scenario about condensation and
gives the pupils three theories that can serve to explain the
scenario. The correct theory is fairly obvious, but the task is
for pupils to provide evidence why this theory is correct and
the other theories are incorrect.
• In the plenary, the teacher provides a writing frame
to help the pupils to document their choices and evidence.
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Writing Frame: Theories and evidence
I believe __________’s theory.
I believe this theory because_________________________________________________________________________________________________
________________________________________________________________________________________________________________________
I don’t believe ___________’s theory.
I don’t believe this theory because____________________________________________________________________________________________
________________________________________________________________________________________________________________________
I don’t believe ___________’s theory.
I don’t believe this theory because____________________________________________________________________________________________
________________________________________________________________________________________________________________________
Student Activity Sheets