All lessons › Human impacts on the environment › Lesson 5
Australian primary science · Years 5–6 · Lesson 5 of 7
Gather evidence, notice the surprises
Inquiry question: What does our evidence suggest, and what else could explain it?
Marked no materials needed
Observation and source analysis
What students learn
Record what was observed before explaining why it happened. Repeated observations and reliable sources can strengthen a conclusion, but weather, location and counting differences can affect patterns. A result that differs from your prediction is useful: revise your explanation rather than hide it.
Success criteria
- I can record observations separately from inferences.
- I can compare evidence with my prediction.
- I can identify missing evidence or another explanation.
Preparation and materials
Before this lesson: Students have explored habitat changes, pollution and conservation options in lessons 1–3. Keep previous work available.
- iPads with Bottlebrush Education open — 13 (one per pair)
- Projector or big screen — 1
Teacher setup
- Open this lesson’s student view and supplied source on the projector.
- Check iPads are charged.
Safety and adaptations
- Optional observations: stay in the teacher-approved school area. Do not touch litter, wildlife, drains or creek water.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Read the supplied scenario; offer students a teacher-approved local investigation or an entirely digital route.
- Pairs choose a focus, explain why it matters and discuss their evidence needs.
- Write your chosen question and prediction again; carry it forward from lesson 4.
- Gather approved observations or select the supplied evidence for your route.
- Record facts or measurements, including the source and conditions.
- Find a pattern or gap. Compare it with your prediction.
- Write a tentative conclusion and an alternative explanation.
- Choose the most useful next check.
- Compare with another pair and revise the plan or explanation.
Teacher modelling prompt
Model observation: day 4 had 9 loose litter items. Inference: secured lids may have helped. Limitation: rainfall and outdoor attendance changed on another day. Do not replace the measured count with the explanation.
Record and explain evidence
Recording question: What does our evidence suggest, and what else could explain it?
| Observation or measurement | Source and conditions | What it suggests | Another explanation | Next check |
|---|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
How would you use your own investigation to evaluate these claims?
Provided example or reference data
Invented practice data: loose litter in the same lunch area after lunch
| Day | Loose items | Conditions |
|---|---|---|
| 1 | 18 | Dry; usual outdoor attendance |
| 2 | 22 | Dry; usual outdoor attendance |
| 3 | 20 | Dry; usual outdoor attendance |
| 4 | 9 | Secure lids introduced; dry |
| 5 | 3 | Rainy; fewer students outdoors |
| 6 | 11 | Dry; usual outdoor attendance |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? Give one observation and one inference from your work.
Explain with evidence: How did the evidence affect your prediction?
Apply the idea: What evidence would help resolve your uncertainty?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.