All lessons › Challenge: Think like a scientist › Lesson 3
Australian primary science · Years 5–6 (challenge) · Lesson 3 of 3
Fix the flawed study
Inquiry question: How can we tell whether a scientific claim can be trusted?
Marked no materials needed
Research using sources
What students learn
Before trusting a claim, scientists check the method: was it a fair test, were there enough trials, could anything else explain the result, and does the conclusion match the data? We can improve a weak study by changing the method.
Success criteria
- I can find at least three problems in a flawed study.
- I can explain how each problem could change the result.
- I can redesign the study so its conclusion could be trusted.
Preparation and materials
Before this lesson: Students know what a fair test is, and can write a hypothesis (lesson 1).
- iPads with Bottlebrush Education open (nothing else needed) — 13 (one per pair)
- Projector or big screen — 1
Teacher setup
- Open Think like a scientist › Play › Fix the investigation on your screen to demonstrate.
- Check the iPads are charged and set to Your year › Years 5–6.
Safety and adaptations
Follow school science and equipment risk assessment procedures for the materials used.
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.
- Pairs play Fix the investigation and Change your mind? to warm up.
- Read the three studies on the source sheet.
- For each study, list at least three problems and explain how each could make the result misleading.
- Choose one study and redesign it: write a testable hypothesis, the one variable you will change, what you will keep the same, your control and your sample size.
- Open Data detective and solve one case, then decide: does the conclusion there match the data?
Teacher modelling prompt
Show the first study on the source sheet. Think aloud: “They tested the new fertiliser on one plant on the sunny windowsill and the old fertiliser on one plant in the corner. Problem 1: they changed two things, fertiliser and light, so we can’t tell which made the difference. Problem 2: only one plant each. Problem 3: they only measured height.” Then play one round of Fix the investigation together.
Record and explain evidence
Recording question: How can we tell whether a scientific claim can be trusted?
| Study | Problem I found | Why it matters | How to fix it |
|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
What would the study need before you agreed with Lily?
Check understanding
What should pupils know? Give two questions you should ask before trusting a scientific claim.
Explain with evidence: In Study 2, explain how the choice of runners could have caused the 20% difference, even if the shoes do nothing.
Apply the idea: Write a testable hypothesis and a fair method to test whether ZoomFast shoes make runners faster.
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.