All lessons › Human impacts on the environment › Lesson 7
Australian primary science · Years 5–6 · Lesson 7 of 7
Make your case, plan the next check
Inquiry question: How has our thinking changed, and how will we test whether our action helps?
Marked no materials needed
Communication and reflection
What students learn
A strong proposal tells an audience the question, evidence, recommendation and uncertainty. Compare your first idea with your current thinking and name the evidence that mattered. Decide what outcome would show progress, when to check it and what other factors could affect the result. A proposal or poster is a product; environmental improvement needs evidence.
Success criteria
- I can explain how evidence changed or strengthened my thinking.
- I can communicate a recommendation for a chosen audience.
- I can plan a measurable check without overstating success.
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.
- Look back at your first prediction and lesson 3 proposal.
- In Start, state your focus and what you now expect.
- Prepare your chosen communication format for your audience.
- Record the strongest evidence and explain how your thinking changed.
- Plan an outcome measure, baseline, repeat schedule and another influence to track.
- Present to a partner, respond to a question and revise one part. Save your reasoning and individual exit answers in My class.
- Compare with another pair and revise the plan or explanation.
Teacher modelling prompt
Model: I first wanted posters. Repeated litter counts led me to prioritise secure lids and routines. I would count loose items in the same area at matched times over several days before and after, recording weather and attendance. This tests loose litter, not every aspect of creek health.
Record and explain evidence
Recording question: How has our thinking changed, and how will we test whether our action helps?
| First idea | Current recommendation | Evidence that mattered | Uncertainty or trade-off | Outcome measure and baseline | When and how to check |
|---|---|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
How would you use your own investigation to evaluate these claims?
Check understanding
What should pupils know? How is completing an action different from showing an outcome?
Explain with evidence: What evidence changed or strengthened your thinking?
Apply the idea: How would you check your recommendation after implementation?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.