Science · Year 1 · Working Scientifically · Spring Term

Communicating Findings

Discussing and sharing observations and findings with others.

• National Curriculum Attainment Targets
• KS1: Science - Working scientifically

About This Topic

Communicating findings equips Year 1 pupils to share their scientific observations and conclusions clearly with peers and adults. They use drawings, simple labels, spoken explanations, and basic models to describe results from experiments, such as floating and sinking or seasonal changes. This directly supports the Working Scientifically strand of the National Curriculum, where pupils discuss what they found and explain their reasoning.

In the Spring Term unit, pupils justify sharing discoveries: it helps others learn, generates new questions, and fosters a collaborative scientific community. They critique methods like posters versus talks, building early evaluation skills. Links to English speaking and listening objectives strengthen communication across subjects, preparing pupils for group work in future years.

Active learning benefits this topic through peer presentations, feedback circles, and role-play news reports. Pupils practice in low-stakes settings, adjust based on real reactions, and build confidence. Hands-on sharing makes clear communication tangible, as they witness confusion from vague explanations and success from precise ones.

Key Questions

1. Explain how to clearly tell others what we found in an experiment.
2. Justify the importance of sharing scientific discoveries.
3. Critique different ways of presenting findings to an audience.

Learning Objectives

• Explain their experimental findings using spoken language and simple drawings.
• Identify the key components of a scientific observation they wish to share.
• Demonstrate how to present a simple scientific finding to a small group.
• Compare two different methods of communicating a scientific result, such as drawing versus talking.

Before You Start

Making Observations

Why: Students need to be able to observe carefully before they can share what they have seen.

Basic Drawing and Labeling

Why: The ability to represent observations visually and add simple text is fundamental to communicating findings at this age.

Key Vocabulary

Observation	Noticing and describing something carefully, often using your senses.
Finding	What you discover or learn after doing an experiment or investigation.
Communicate	To share information, ideas, or feelings with others, for example by talking or drawing.
Audience	The people who will listen to or watch your presentation of findings.

Watch Out for These Misconceptions

Common Misconception

You only share findings if they are completely correct.

What to Teach Instead

All observations contribute to science, even partial ones. Peer sharing circles let pupils discuss ideas openly, revealing how wrong assumptions refine group understanding through questions and collective input.

Common Misconception

Drawings and models do not count as proper communication.

What to Teach Instead

Visuals make findings accessible, especially for young audiences. Group critiques of drawings versus words show pupils how images clarify spoken explanations, building multimodal skills through active comparison.

Common Misconception

Listeners always understand without simple words.

What to Teach Instead

Clear language matches audience needs. Role-play presentations with peer feedback highlight confusion from jargon, helping pupils practice and adjust for better comprehension in real time.

Active Learning Ideas

Pairs: Finding Swap

Pupils pair up and choose one observation from a recent experiment, like shadow lengths. Each draws it simply and practices a 30-second explanation. Pairs swap roles: one presents while the other asks one question and gives a thumbs up or suggestion for clarity.

25 min·Pairs

Small Groups: Poster Pitch

Groups of three create a poster showing experiment findings with drawings and labels. One pupil presents to the class for two minutes while others hold question cards. Class votes on clearest part and suggests one improvement.

40 min·Small Groups

Whole Class: Science Show and Tell

Each pupil selects a model or drawing from class investigations. They line up and share one sentence about their finding with the group. Teacher models praise for clear words, then pupils echo for peers.

35 min·Whole Class

Individual: Expert Talk Prep

Pupils individually write three bullet points and draw their key finding. They rehearse alone, then share with a partner who retells it back to check understanding. Partners note one strong clear part.

30 min·Individual

Real-World Connections

• Museum exhibit designers create displays with clear labels and simple diagrams to help visitors understand scientific concepts, like how a dinosaur skeleton is put together.
• Young children's television presenters, such as those on 'Blue Peter', explain scientific experiments and their results in ways that are easy for viewers to understand and even try at home.

Assessment Ideas

Quick Check

After a simple experiment (e.g., testing which objects float), ask students to draw one thing they observed and label it. Then, ask them to tell a partner one thing they learned from their drawing.

Discussion Prompt

Show students two ways of sharing findings: a simple drawing with labels and a spoken explanation. Ask: 'Which way is clearer for telling someone what happened in our experiment? Why?'

Exit Ticket

Give each student a small card. Ask them to draw one thing they found out in our science lesson today. Then, ask them to say one word to describe their drawing to the teacher as they leave.

Frequently Asked Questions

How do Year 1 pupils learn to communicate science findings clearly?

Start with familiar experiments, guiding pupils to use drawings, labels, and one key sentence. Model presentations, then scaffold peer practice. Regular low-pressure shares build skills, linking to English oracy for confident expression of observations and reasoning.

Why share scientific discoveries in KS1 science?

Sharing builds a class knowledge base, sparks questions, and models real science collaboration. Pupils justify ideas, receive feedback, and see how discoveries connect, fostering curiosity and resilience. It prepares them for critiquing evidence in later years.

What activities help Year 1 present findings effectively?

Use pairs for quick swaps, small group posters with class pitches, or whole-class show and tell. Include peer questions and thumbs feedback. These structure practice, making sharing routine and revealing clarity's impact through immediate responses.

How can active learning help communicate findings in Year 1 science?

Active methods like role-play broadcasts or feedback stations give hands-on practice in safe groups. Pupils test explanations, observe peer confusion, and refine instantly, boosting confidence. Collaborative critiques develop audience awareness, turning abstract skills into engaging habits that stick.