You will learn
- Organise a report.
- Explain findings in simple words.
- Use charts and diagrams.
- Answer questions politely.
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
- Scientists share findings.
- A report has a question, method, results, conclusion.
- Charts and pictures help the audience.
- We listen to feedback.
Words to know
a written account of an investigation
to show and explain to others
a large sheet showing information
the people who listen or read
1. Discover: The science fair
At the school science fair, Adwoa stands beside her poster on bean growth. It has a question, a method, a chart, and a conclusion. A visitor asks, “How many repeats did you do?” “Three,” she says. “I can show you my table.”
Think: Why did Adwoa include her table?
2. Understand: Communicating
Idea 1: Why communicate?
Science works when people share. A clear report lets others check results, copy the method and learn from them.
Idea 2: Parts of a report
A report has a title, question, prediction, method, results (table and chart), conclusion and improvements. A poster shows these in a clear layout.
Idea 3: Presenting
When you present, speak clearly, point to your chart and use simple words. Listen to your audience questions and answer politely.
3. Worked examples
Example 1 (I show you): Order
Method, question, conclusion, results.
- Question first.
- Method.
- Results, conclusion.
Answer: Question, method, results, conclusion.
Example 2 (We do it together): Chart
Show results.
- Use the chart.
- Point to the key bar.
- Explain.
Answer: Charts help the audience.
Example 3 (You try): Question time
Visitor asks about repeats.
Show the steps and answer
- Answer politely.
- Show table.
- Honest answer.
Answer: Answer honestly and clearly.
Did you know?
Scientific journals publish thousands of reports each week, and experts check them before they appear.
Why this matters
Sharing findings helps everyone learn and builds trust in science.
4. Explore: Science poster
Make a poster of a class investigation and present it.
- Plan the layout.
- Add question, method, results, conclusion.
- Draw a chart.
- Present to a partner.
Think about it: what did you notice?
What did you notice? Clear layout helped the audience.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A report has a title and ___.
- A poster shows ___ clearly.
- We ___ to the audience.
- We listen to ___.
Guided practice
Question 1. What is a report?
Written account.
Question 2. What is a poster?
Large display.
Question 3. What is an audience?
People who listen.
Independent practice
Level 1: Start
- What is a report?
- What is a poster?
- What is an audience?
- What goes in a report?
- How do we answer questions?
Level 2: Grow
- Why share findings?
- Why use charts?
- Why practise?
Level 3: Stretch
- Make a poster.
- Give a two-minute talk.
- Review a classmate’s poster.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Who would you share findings with?
Show a sample answer
Family and class.
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: It is shared.
Fix: Simple words are clearer.
8. Lesson summary and revision card
- I can organise a report.
- I can explain findings in simple words.
- I can use charts and diagrams.
- I can answer questions politely.
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
- Scientists share findings.
- A report has a question, method, results, conclusion.
- Charts and pictures help the audience.
- We listen to feedback.
11. Next lesson
Next lesson: Plant structure. 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.
- List three parts of a report. [3 marks]
- Why share findings? [2 marks]
- How to present well? [3 marks]
- How to answer questions? [1 mark]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- Any three [1 each]
- Others learn [1]; check [1]
- Speak clearly [1]; point to chart [1]; simple words [1]
- Politely and honestly [1]
- Any [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a report?
- What is a poster?
- What is an audience?
- What goes in a report?
- How do we answer questions?
- Why share findings?
- Why use charts?
- Why practise?
- Make a poster.
- Give a two-minute talk.
Homework
Make a poster of one investigation and present it to your family.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a report? | Written account. | 1 |
| 2. What is a poster? | Large display. | 1 |
| 3. What is an audience? | People who listen. | 1 |
| 4. What goes in a report? | Question, method, results. | 1 |
| 5. How do we answer questions? | Politely. | 1 |
| 6. Why share findings? | Learn together. | 1 |
| 7. Why use charts? | Show data. | 1 |
| 8. Why practise? | Speak clearly. | 1 |
| 9. Make a poster. | Poster. | 1 |
| 10. Give a two-minute talk. | Talk. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Written account.; 2 Large display.; 3 People who listen.; 4 Question, method, results.; 5 Politely.. Level 2: 1 Learn together.; 2 Show data.; 3 Speak clearly.. Level 3: 1 Poster.; 2 Talk.; 3 Feedback..
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 Organise a report | 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 Explain findings in simple words | 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 Use charts and diagrams | 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 Answer questions politely | 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: “Science is private.” It is shared.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Present an investigation clearly with a chart.
- 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 makes a poster and presents a science investigation. You do not need to be an expert to help.
- Listen to a presentation.
- Ask, “What evidence?”
- Praise clear explanations.
- 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: organise a report; explain findings in simple words; use charts and diagrams; answer questions politely.
Prerequisite knowledge. Grade 2 science ideas: observing carefully, making predictions, measuring with simple tools and running simple fair tests.
Materials. Poster paper, markers, glue, charts and notebooks. 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. Set up poster stations. Prepare presentation order.
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). Show a poster and ask, “What does it tell you?”
Explanation (10 min). Teach communication.
Guided activity (10 min). Learners make posters.
Independent activity (10 min). Learners present.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What did you find? How do you know?
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. “Science is private.” It is shared.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-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. Present an investigation clearly with a chart. 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 3 Unit 1, topic 10; Next Generation Science Standards, science and engineering practices (asking questions, planning and carrying out investigations, analysing data); Cambridge Primary Science Stage 3, thinking and working scientifically; IB Primary Years Programme, how the world works. These sources informed the lesson.