You will learn
- Say what the results show.
- Use because to give reasons.
- Say if results support a prediction.
- Say what to try next.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A conclusion says what the results show.
- We explain with because.
- Results may or may not support our prediction.
- We suggest what to try next.
Words to know
what the results tell us
a word that gives a reason
to agree with or show to be right
a test where only one thing changes
1. Discover: The ramp test
Hana rolls a car down a low ramp and a high ramp. On the low ramp it goes 40 cm. On the high ramp it goes 90 cm. “The car went further from the high ramp because it had more speed,” she says. “My prediction was right.”
Think: What does Hana’s conclusion say?
2. Understand: Explaining
Idea 1: Look at the results
First, read the results. Which was greatest? Which was smallest? What changed when we changed the ramp? Use numbers with units.
Idea 2: Give a conclusion
A conclusion says what the results show and why. Use because. “The car went further from the high ramp because it had more speed.” We check if the results support our prediction.
Idea 3: What next?
Good scientists ask, “Was it a fair test? What could we try next?” We might test a steeper ramp or a different car.
3. Worked examples
Example 1 (I show you): Write a conclusion
Plant A 8 cm, Plant B 3 cm; A had light.
- A is taller.
- A had more light.
- Because it had light.
Answer: Plant A grew taller because it had light.
Example 2 (We do it together): Support?
Predicted 40 cm; result 90 cm.
- Prediction was higher?
- Result differs.
- Not supported.
Answer: The result did not match the prediction.
Example 3 (You try): Next step
After the ramp test.
Show the steps and answer
- Try a steeper ramp.
- Use a different car.
- Repeat to check.
Answer: Next we could test a steeper ramp.
Did you know?
Scientists often repeat tests many times to be sure of their conclusion.
Why this matters
Explaining results helps us learn from every test and plan the next one.
4. Explore: Conclusion writing
Write a conclusion for a test result.
- Look at a result table.
- Say which was most and least.
- Write a sentence with because.
- Say what to try next.
Think about it: what did you notice?
What did you notice? Numbers help explain.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The results show ___.
- This is because ___.
- My prediction was ___.
- Next I will ___.
Guided practice
Question 1. What is a conclusion?
What the results show.
Question 2. What word gives a reason?
Because.
Question 3. What does support mean?
Agree with.
Independent practice
Level 1: Start
- What is a conclusion?
- What word gives a reason?
- What does support mean?
- What is a fair test?
- What do we try next?
Level 2: Grow
- Write a because sentence for the ramp test.
- Did the result support the prediction?
- Why repeat a test?
Level 3: Stretch
- Write a full conclusion.
- Explain why results may differ.
- Suggest a new test.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
How do you explain things at home?
Show a sample answer
With reasons.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: They may not.
Fix: Give a reason.
8. Lesson summary and revision card
- I can say what the results show.
- I can use because to give reasons.
- I can say if results support a prediction.
- I can say what to try next.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A conclusion says what the results show.
- We explain with because.
- Results may or may not support our prediction.
- We suggest what to try next.
11. Next lesson
Next lesson: Science safety. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a conclusion? [1 mark]
- Write a conclusion with because. [2 marks]
- Do the results support the prediction? Explain. [2 marks]
- Why repeat a test? [2 marks]
- Suggest a new test. [2 marks]
Total: 9 marks.
Marking guide and model answers
- What the results show [1]
- Result [1]; reason [1]
- Compare [1]; decide [1]
- To be sure [1]; check [1]
- New question [1]; change one thing [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a conclusion?
- What word gives a reason?
- What does support mean?
- What is a fair test?
- What do we try next?
- Write a because sentence for the ramp test.
- Did the result support the prediction?
- Why repeat a test?
- Write a full conclusion.
- Explain why results may differ.
Homework
Do a simple test at home (such as float or sink). Write a conclusion with because.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a conclusion? | What the results show. | 1 |
| 2. What word gives a reason? | Because. | 1 |
| 3. What does support mean? | Agree with. | 1 |
| 4. What is a fair test? | Only one thing changes. | 1 |
| 5. What do we try next? | A new test. | 1 |
| 6. Write a because sentence for the ramp test. | Further because higher ramp. | 1 |
| 7. Did the result support the prediction? | Compare them. | 1 |
| 8. Why repeat a test? | To be sure. | 1 |
| 9. Write a full conclusion. | Results, reason, next step. | 1 |
| 10. Explain why results may differ. | Test conditions change. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 What the results show.; 2 Because.; 3 Agree with.; 4 Only one thing changes.; 5 A new test.. Level 2: 1 Further because higher ramp.; 2 Compare them.; 3 To be sure.. Level 3: 1 Results, reason, next step.; 2 Test conditions change.; 3 A new question..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what the results show | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Use because to give reasons | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Say if results support a prediction | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Say what to try next | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Results must match my prediction.” They may not.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Look at a result. Say what it shows and why.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to explain results using because. You do not need to be an expert to help.
- Ask, “Why do you think that happened?”
- Help your child write a because sentence.
- Test again together.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what the results show; use because to give reasons; say if results support a prediction; say what to try next.
Prerequisite knowledge. Grade 1 science ideas: looking carefully, using the senses safely and talking about what we notice.
Materials. Result tables, pencils, a ramp and a toy car. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Prepare result tables. Provide sentence starters.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Share a table of results and ask, “What does it show?”
Explanation (10 min). Teach conclusions.
Guided activity (10 min). Learners write conclusions.
Independent activity (10 min). Learners suggest next steps.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What do the results show? Why?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Results must match my prediction.” They may not.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Look at a result. Say what it shows and why. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 2 Unit 1, topic 9; Next Generation Science Standards, science and engineering practices (planning and carrying out investigations, analysing data); Cambridge Primary Science Stage 2, thinking and working scientifically; IB Primary Years Programme, inquiry-based learning. These sources informed the lesson.