Why do we need to present results from an experiment?

Which one of the following is NOT a feature of a table of results?

If we have a table of results, how else could we present the data?  Tick one.

Which of the following is NOT a way to present results?

What can we do with data we collect? Quiz

﻿Hello, everybody. Welcome back to lesson five of your practical skills unit. I have really enjoyed this unit so far, really getting to grips with how to present a scientific experiment. So, so far, we've looked at carrying out the experiment and presenting our results. This lesson, we're going to think about how we actually communicate what we found. Then the final lesson next week, we'll be putting that all together to write up one whole investigation. So let's find out today how we can communicate our results. You are going to need: a pencil and a pen, a ruler, a notebook, and if you've got it, a highlighter as well. If you don't have a highlighter, don't worry, you can just follow along with me on the screen. And the other thing you might want to get, is your favourite teddy, 'cause Lenny the Lion is here again this week to help us with our learning. So if you want to, you can get your favourite teddy and pop them by your screen. Pause the video and go and get the resources you need now. Great job. Okay, I think we're ready to start. So we are going to do our STAR words as ever. We're going to think about what a conclusion is, then we're going to look at writing a conclusion, and then, we'll write our own conclusion as well. So, there's going to be lots of repetition today, and it's going to be really important for our learning so that we can understand how to write a conclusion to present our results. First of all, though, my favourite moment, STAR words! STAR words! STAR words! Good job. Okay, our first STAR word is, results. Your turn, results. Your turn. Well done. The next word is evidence. The next word is, evidence, your turn. Good job. Evidence is what you find, evidence is what you... Good job. The next word is unit of measure, we've had that before, your turn. And again, unit of measure, your turn. Good job. We talked about units of measure last week, and I said, you could run in kilometres or drive in miles, you might weigh flour in grammes. Those are our units of measure. The next word is conclusion, your turn. And I'm doing a circle because you're concluding your evidence and your experiment. So, conclusion, your turn. Well done. The next word is investigation, your turn. Investigation, your turn. Because when you investigate something, you're looking for evidence, you're looking for? Well done. And the final phrase today, just so that you've heard it already before we learn about it, is PEE model. Can you say that with me? PEE model. And that's the structure for one of our paragraphs for our conclusion, but we'll get to that later in the lesson. So, I've talked a lot about the word conclusion so far, but what on earth is a conclusion? Well, a conclusion comes at the end of a scientific report for an investigation. So if you've carried out an investigation, you would look to the conclusion to find out at the end of the report, what did you find, and what did you think happened in your investigation? So what did you find, and what do you think happened in your investigation? So explaining why you think the results are what they are. In order to write a conclusion in a scientific report, we've already said that it would come at the end. What's something that would come before the conclusion? What have we already learned how to write? Well done, a method. So after the method and you've had your results, you would then have your conclusion. You need to structure it in a way that's easy for someone reading it to understand, and that's where we have the PEE model. What do we have? The PEE model. Can you say it louder? The PEE model. Can you say it faster? PEE model. Can you say, whisper it? Well done. And this stands for point, evidence, explain. let's do that again. Point, evidence, explain. Can you do the actions with me one more time? One, two, three. Point, evidence, explain. And in your conclusion paragraph, this is the structure for your sentences. So, you need to make your point, you would then use some evidence to explain why that happened, and then you explain what you think is happening in your evidence. Don't worry, we're going to look at some examples. So last week, I talked about an experiment that you could do if you measure the distance... Sorry, if you measure the size of a shadow as you move an object away from a light source. So if you have a light, and you have an object next to the light, there'll be a shadow being cast behind the object. But how large that shadow is would depend on where the object is in relation to where the light source is. You can see the results in the table. When an object is five centimetres from the light source, how big is the shadow? Can you tell your screen? Well done, it's 19 centimetres. When an object is 20 centimetres from a light source, how big is the shadow? Can you tell your screen? Well done, it would be 14 centimetres. And when the object was 30 centimetres from the light source, how big was the shadow? Well done, it would be nine centimetres. Before we think about how we even write that in the conclusion, what pattern can you see in your results? Is the size of the shadow getting smaller or is it getting bigger as the distance increases? Can you tell your screen and have a think? Well done, as the distance is getting larger, 15, 20, 30 centimetres away, the size of the shadow is getting smaller. So I know that when my object is getting further away from a light source, the shadow would be getting smaller and smaller and smaller. So what I can do is I can read a conclusion for this experiment, have a listen. In this investigation, we found that as you move an object closer to the light source, the shadow gets bigger. This was shown in our results, as the size of the shadow was only nine centimetres at the longest distance and was 19 centimetres at the shortest distance. This is because a shadow is made by blocking light, and the closer an object is to the light source, the more light it blocks. Whoo, what did you think? Did you enjoy that conclusion? One thing I really like about conclusions is you get to use your scientific knowledge to explain. So at the end there, I got to say, "This is because." And that shows me or that shows the reader that I'm about to use my scientific knowledge to explain why I think this is. So my point was that as you move an object closer to the light source, the shadow gets bigger. I could see that in my results. What's the next stage of the conclusion? Point, ev-evidence. Okay, so what's my evidence? My evidence is what's in my results. The evidence is the data. Do you remember that from last week? Last lesson on the practical skills unit, we looked at presenting results in different ways, that's our evidence. So the evidence is in the data. This was shown in our results, as the size of the shadow was only nine centimetres at the longest distance and was 19 centimetres at the shortest distance. You can see that, team, that I've used some exact numbers from my table. I've used evidence. I haven't just said, it gets a bit longer and it gets a bit shorter, I've been really clear because I've used evidence. What's the third point in my conclusion? Point, evidence, explain. Let's explain why that is, I'm going to use my scientific knowledge. This is because a shadow is made by blocking light and the closer an object is to the light source, the more light it blocks. That's my scientific knowledge. Just before we move on team, I wonder if you can see, in this slide, there is some words that are in Italics. Why do you think those words are in Italics? Can you pause the screen and have a look? See what you think? Okay. I wonder what you think. In the point in Italics, is we found, because you're pointing out what you found. In the evidence, in the second sentence, the Italian says, "This was shown," because that's where you're going to show and use your evidence. In your explained sentence, I start with, "This is because," because I'm going to say why this is, so I need to use the word because. So later in the lesson, when you write your own conclusion, bear those in mind that those are sentence starters and words that we use to write our conclusion really effectively. It just means team, that we're being really clear. What I'd like you now to do is have a look at the screen. Here is a conclusion for a different experiment. You've not completed this experiment, so what you need to do is need to think about being somebody who's going to read the conclusion. So I need my reading glasses on. I'm going to read the conclusion. I want to find out what this person did in their scientific experiment, because I wasn't there and nor were you. So we're going to read the conclusion and we're going to see if we can find the point, the evidence, and the explain. So I'm going to make it nice and big and we can read it together, and then I'll give you some time to download and highlight the PEE or you can do it on the screen just in front of you. Let's read together. In our investigation, we found that plants with sunlight grew more than plants without sunlight. This was shown in our results as the plant with sunlight grew to 63 centimetres whereas the plant without sunlight only grew to 12 centimetres. This is because plants need sunlight in order to make the food they need to grow. So team, I'd like you to find the point, the evidence, and the explain in this conclusion. You can download and highlight it or you can just point to it on your screen. Pause the video and do that now. Okay. Pause the video if you need more time. So now let's see if you were right. The point was the first sentence, "In our investigation, we found." And they explain what they found. The plants with sunlight grew more than plants without sunlight. Their evidence for this was in their results, "This was shown in our results." It's nice and simple, isn't it? And they use two pieces of data to explain their evidence. Then their, sorry, then their explain, I can see really clearly starts, "This is because," and they're using their scientific knowledge, because plants need sunlight in order to make the food they need to grow. And they know that because they've obviously been studying it. Well done, team, that was a lot of reading, give yourself a pat on the back. I'm going to take my reading glasses off because I've done my reading for now. Okay, so just before we move on, let's see if we could find those starters of the sentence that we looked for just before. "In our investigation, we found," starts the point. "This was shown in our results," starts the evidence. "This is because," starts our explain. Do you think you might want to borrow those when you write your conclusion? Yes, I think you will. Let's write a conclusion. First of all, I'm going to show you another experiment because I want to show you lots of different examples today, team. If you need to pause the video and have a little break, that's fine because we've done a lot of reading already. If not, let's keep going. Now, Ciara carried out an experiment. She wanted to find, out of the three materials, which one was the most absorbent? Was it kitchen roll, was it cling film or was it tin foil? What was her variable in this? What was that independent variable? What was she changing, what was the one thing she was changing? Can you tell your screen? Well done, she was changing the material. What was she observing or measuring as a dependent variable? Can you tell your screen? Well done, she was measuring the amount of water that was absorbed. I wonder if you could tell your screen some of the control variables that you think Ciara had to have in this experiment? Interesting. I think the temperature of the water would certainly be one of them, and I'm sure there are lots of other ideas that you had there. Okay, so now let's actually look at the results. How much water did kitchen roll absorb, team? Can you tell your screen? 130. 130 what? 130 dinosaurs? 130 millilitres, well done. 'Cause you could see at the top of the column heading the amount of water absorbed in millilitres. How much water did cling film absorb? Zero millilitres, well done. What about tin foil? Again, zero millilitres. So can you tell me what she found in this experiment before we write it into a conclusion? What did Ciara find? Can you tell your screen? Mm-hmm. Well done, she found that kitchen roll was the most absorbent material. How do you know that though? Can you use some evidence in the table to explain how she knows that kitchen roll is the most absorbent? Well done, because kitchen roll absorbed 130 millilitres, but cling film and tin foil did not absorb any water at all. Let's think about how we'd write that in a conclusion. I'd like you to write the PEE for Ciara's results. In the investigation, she found that which material was the most absorbent. This was shown in the results as how much water did the kitchen roll absorb. And this is because, why do you think that is? What do you know about materials that are absorbent? If you need to go back to the video where her results are, you can do that. I'm going to leave the screen on here so that you can pause the video and use those sentence starters to write your conclusion for Ciara's experiments, have a go. Well done. Pause the video If you need more time to write out her experiment results in the conclusion. Let's see what you wrote and whether it compares to the conclusion that I wrote for her. I wrote, "In the investigation, she found that kitchen roll was the most absorbent material. This was shown in the results as kitchen roll absorbed 130 millilitres of water, but the foil and cling film did not absorb any water at all." I wonder what you wrote for your explanation. I wrote, "This is because plastic and foil are not absorbent materials." I wonder how you did with that team. I'm sure you did really well. If you made a few mistakes, that's okay, because we're still learning how to write a conclusion. Just before we carry on, I'm going to give you an awesome cheer, because you've had a good go of writing your first conclusion. So well done. What we're going to do now, is we're going to look at our results from last week's experiment when we did our exercise. These were my results. So when I was sitting, I had a heartbeat, beats per minute of 64. After one minute of exercise, my beats per minute were 95, and after two minutes, they were 105. So, let's think about what our results were and what our conclusion would be. What's the point here? The point is, that what's happening to your heart rate when you do exercise, it's increasing. And I think we've got some evidence here that we could use to write a good conclusion. What evidence do you think you would use? Can you tell your screen? Well done, because after one minute of exercise, my heart rate increased. I wonder how you could explain this. What knowledge do you have about the pulse of your heart as you do exercise? What does it need to do to the body to help you while you're doing exercise? It needs to pump blood around the body, doesn't it? That's why it needs to increase, 'cause you need more oxygen. So, I'd like you to have a go at writing out the conclusion for your investigation using your heart rate. Pause the video and write out your conclusion now. Well done. I think you had a good go at that. I'm going to show you mine now. Okay, so here's my conclusion. I've written a conclusion at the top and I've underlined it, and I'm sure you did the same. So, I started mine with my sentence starter, in our investigation. Lots of dots and I's and T's there. In our investigation we found, so this is my point. So my point was that if you exercise, that as you exercise, your heart rate increases, 'cause I had that from my table of results. So, your heart rate increases. That's my point, that's what I'm showing from my results. In the investigation we found that as you exercise, your heart rate increases. So now, I've had my point. I now need my E for... Can tell your screen, your evidence. I wonder what piece of evidence you used. I'm going to use my 65 beats per minute. So, this was shown, my sentence starter. In the results. So I'm showing by using my words to show that I'm about to show, use some evidence, sorry. So this was shown in the results as my resting, so I want to compare. My resting heart rate was 65 beats per minute. But, so that's my comparison word. After. Now here, I could say, after exercise. Oops, spell it correctly. I could say after exercise, but it's not just generally after exercise, I want to be specific. So actually, I did one minute of exercise. So I'm going to cross that out 'cause it's okay to make mistakes. And I'm actually going to say after one minute, because that's what I did in my experiment. So I'm being as specific and accurate as possible. So after one minute of exercise, my heart rate. Trying to go around, might visualise it here. Still do my neat handwriting. My heart rate had, mine had increased and I'm sure yours had as well. So I'm just going to say how much it had increased to, to 95 beats per minute. So, if you've made your point to say your heart rate increases, then you can give yourself a tick. If you use some evidence, you can give yourself a tick as well. And I compared my resting to my heart rate after one minute of exercise. So I've made my point, I've used it to write my evidence, and now I'm going to explain why I think that's the case. So, what's our sentence starter that we've used? What do I, tell me what I need to write here. This is because, well done. This shows I'm going to explain. So, this is because, here comes my explanation. So I wonder what you wrote for this, but the scientific reason for this, is because your body needs more oxygen. We get our ruler out of the way. Oops, just dotted my Y, that's not very helpful, just going to do the cross there. More oxygen during exercise. So the heart rate increases, and that is why I see that increase in my BPM. And I need my full stop at the end, make sure you got your full stops in. And there we go. I'm just going to double check. So, I've got my conclusion with an underline at the top, make sure you've got that. I've got my point, which is what I found. I've got my evidence, so this was shown using my results. And then, I've also got my scientific explanation at the end. If you've got those things then you can give yourself a tick for each of those points that I've shown you as well. Well done. So, if you would like to share your work, please ask your parent or carer to share it on Instagram, Facebook or Twitter, tagging OakNational and LearnwithOak. Team, I'm really impressed with your hard work today. I know we've done a lot of writing, Lenny here is really impressed with how much writing you've been doing. Next week, we're going to write up a whole experiment using our method, using our results, and using our newly found skill of writing a scientific conclusion. Well done everyone, and see you for the final lesson next week. Bye.

What does the SECOND 'E' in the P.E.E model stand for?

In which section of a science investigation write up do we use the P.E.E model?

Which is the best sentence starter to use when 'Explaining' your results?

How can we communicate our results? Quiz

In this lesson we will learn how to structure a conclusion for writing up a scientific investigation.

Science

Y3 Science

Key Stage 2

Year 3

Miss

How can we communicate our results?

Practical skills

UNIT

What is a variable?

How do you draw a scientific diagram?

Why is a method important?

What can we do with data we collect?

How can we record an entire investigation?

What is the purpose of a method?

Which of these is NOT how to write a good method?

Which of the following is only found on diagrams?

What do illustrations have that diagrams do not?

Which variable do we observe or measure?

Which variable is the one you would change in an investigation?

Which variables do we need to keep the same, in order to make a scientific investigation a fair test? (The clue here is there are more than one of these variables!)

Lesson overview:How can we communicate our results?

Core Content

Practical skills: