You will learn
- Organise evidence.
- Sort facts and opinions.
- Find patterns and gaps.
- Link evidence to the question.
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
- We sort evidence into tables and charts.
- Facts can be checked; opinions cannot.
- We look for patterns and gaps.
- Evidence must answer the question.
Words to know
information that helps answer a question
something that can be checked and is true
what someone thinks or feels
something missing that we still need to find out
1. Discover: Putting it together
The class has tally charts, photographs and interview notes about litter. They sort them into a table by place and type. A bar graph shows most litter is plastic near the gate. “The caretaker said, ‘Children drop wrappers when bins are far,’” reads Fatmata. “That is an opinion we must check.” Mr Cole says, “What is still missing?” “We have not counted bins,” says Abu.
Think: How could you check the caretaker’s opinion?
2. Understand: Organising evidence
Idea 1: Sorting
Evidence is information that helps answer your question. Sort it into tables, tally charts, bar graphs and short summaries. Label each piece with its source and date.
Idea 2: Facts and opinions
A fact can be checked, like “there were 12 wrappers”. An opinion is what someone thinks, like “children are careless”. Opinions are useful but need checking with facts. Look for a gap, something missing to find out.
Idea 3: Patterns
Look for patterns, such as where litter gathers or when it is worst. Ask whether your evidence answers the question or whether you need more. Be honest if evidence conflicts or is incomplete.
3. Worked examples
Example 1 (I show you): Sort
Fact or opinion?
- Read.
- Sort.
- Say.
Answer: 12 wrappers: fact.
Example 2 (We do it together): Gap
What is missing?
- Think.
- Say.
- Check.
Answer: Bin count.
Example 3 (You try): Pattern
Where is most?
Show the steps and answer
- Look.
- Say.
- Check.
Answer: Near the gate.
Did you know?
Researchers keep evidence in tables so they can compare results quickly and spot patterns or mistakes.
Why this matters
Organised evidence makes our conclusions stronger.
4. Explore: Evidence board
Use a board to arrange evidence (tallies, photos, notes). Mark facts and opinions, patterns and gaps. Present the board to another group.
- Arrange.
- Mark.
- Find.
- Present.
Think about it: what did you notice?
What did you notice? Organising showed the story.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Evidence is ___.
- A fact is ___.
- An opinion is ___.
- A gap is ___.
Guided practice
Question 1. What is evidence?
Information that helps answer.
Question 2. What is a fact?
Can be checked.
Question 3. What is an opinion?
What someone thinks.
Independent practice
Level 1: Start
- What is evidence?
- What is a fact?
- What is an opinion?
- What is a gap?
- Name an organiser.
Level 2: Grow
- Why label?
- Why check opinions?
- Why admit gaps?
Level 3: Stretch
- Sort evidence.
- Find a pattern.
- Name a gap.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Give one fact, one opinion and one gap.
Show a sample answer
12 wrappers; bins are far; bin count.
Another one. Sort ten statements into fact or opinion.
Show a sample answer
Share.
7. Common mistakes
Fix: They differ.
Fix: Be honest.
8. Lesson summary and revision card
- I can organise evidence.
- I can sort facts and opinions.
- I can find patterns and gaps.
- I can link evidence to the question.
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
- We sort evidence into tables and charts.
- Facts can be checked; opinions cannot.
- We look for patterns and gaps.
- Evidence must answer the question.
11. Next lesson
Next lesson: Identifying possible solutions. 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.
- Tell the difference between a fact and an opinion. [3 marks]
- Say how to organise evidence. [3 marks]
- Name one gap in your evidence and how to fill it. [2 marks]
- Say how to protect privacy. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Fact [1]; opinion [1]; example [1]
- Tables [1]; graphs [1]; labels [1]
- Gap [1]; plan [1]
- No names/faces [1]; safe storage [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 evidence?
- What is a fact?
- What is an opinion?
- What is a gap?
- Name an organiser.
- Why label?
- Why check opinions?
- Why admit gaps?
- Sort evidence.
- Find a pattern.
Homework
Make a fact and opinion chart.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is evidence? | Information that helps answer. | 1 |
| 2. What is a fact? | Can be checked. | 1 |
| 3. What is an opinion? | What someone thinks. | 1 |
| 4. What is a gap? | Missing information. | 1 |
| 5. Name an organiser. | Table. | 1 |
| 6. Why label? | Track sources. | 1 |
| 7. Why check opinions? | Accuracy. | 1 |
| 8. Why admit gaps? | Honesty. | 1 |
| 9. Sort evidence. | Sort. | 1 |
| 10. Find a pattern. | Pattern. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Information that helps answer.; 2 Can be checked.; 3 What someone thinks.; 4 Missing information.; 5 Table.. Level 2: 1 Track sources.; 2 Accuracy.; 3 Honesty.. Level 3: 1 Sort.; 2 Pattern.; 3 Gap..
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 evidence | 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 Sort facts and opinions | 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 Find patterns and gaps | 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 Link evidence to the question | 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: “Opinions are facts.” They differ.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make an evidence display.
- 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 organises evidence. Please talk about facts and opinions. You do not need to be an expert to help.
- Sort facts.
- Question opinions.
- Respect privacy.
- 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 evidence; sort facts and opinions; find patterns and gaps; link evidence to the question.
Prerequisite knowledge. Grade 3 ideas: enquiry, evidence, rules and community life.
Materials. Boards, paper. 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 boards.
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). Tell the putting it together story.
Explanation (10 min). Teach organising evidence.
Guided activity (10 min). Evidence board.
Independent activity (10 min). Discuss.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. How do we organise evidence to answer a question?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Opinions are facts.” They differ.
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. Make an evidence display. Enrichment. Find one new example near your home or school, draw or write about 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: NCSS standards and C3 Framework, Cambridge Primary Humanities 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 Social Studies curriculum, Grade 3 Unit 10, topic 5; NCSS C3 Framework, taking informed action; Cambridge Primary Humanities, enquiry and action; IB Primary Years Programme, sharing the planet. These sources informed the lesson.