Communicating FindingsActivities & Teaching Strategies
Active learning works for communicating findings because Year 1 pupils need to practice sharing their observations in multiple ways. When children explain their ideas aloud, draw conclusions, or create models, they solidify their own understanding while learning from others.
Learning Objectives
- 1Explain their experimental findings using spoken language and simple drawings.
- 2Identify the key components of a scientific observation they wish to share.
- 3Demonstrate how to present a simple scientific finding to a small group.
- 4Compare two different methods of communicating a scientific result, such as drawing versus talking.
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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.
Prepare & details
Explain how to clearly tell others what we found in an experiment.
Facilitation Tip: During Finding Swap, circulate with sentence stems to prompt pupils who pause, such as ‘I noticed that…’ or ‘I think this happened because…’.
Setup: Chairs in a circle or small group clusters
Materials: Discussion prompt, Speaking object (optional, e.g., talking stick), Recording sheet
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.
Prepare & details
Justify the importance of sharing scientific discoveries.
Facilitation Tip: For Poster Pitch, assign roles so every group member contributes, like designer, speaker, and question-answerer.
Setup: Chairs in a circle or small group clusters
Materials: Discussion prompt, Speaking object (optional, e.g., talking stick), Recording sheet
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.
Prepare & details
Critique different ways of presenting findings to an audience.
Facilitation Tip: In Science Show and Tell, model how to ask one follow-up question to extend each speaker’s explanation.
Setup: Chairs in a circle or small group clusters
Materials: Discussion prompt, Speaking object (optional, e.g., talking stick), Recording sheet
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.
Prepare & details
Explain how to clearly tell others what we found in an experiment.
Facilitation Tip: For Expert Talk Prep, provide sentence starters on cards to support pupils in structuring their thoughts before speaking.
Setup: Chairs in a circle or small group clusters
Materials: Discussion prompt, Speaking object (optional, e.g., talking stick), Recording sheet
Teaching This Topic
Teachers approach this topic by creating low-stakes opportunities for pupils to share partial or tentative findings. Avoid correcting too quickly; instead, use peer feedback to highlight what is clear and what needs refinement. Research suggests that young children learn to communicate science best when they can use multiple modes—drawing, speaking, and modeling—before focusing on written recording.
What to Expect
Successful learning looks like pupils confidently sharing their findings using drawings, spoken explanations, or simple models. They respond to questions and build on each other’s ideas during discussions and presentations.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring Finding Swap, watch for pupils who say, ‘I don’t know’ or ‘It was wrong.’
What to Teach Instead
Encourage them to share what they did observe, even if it seems small. Ask, ‘What did you see happen first?’ or ‘What did this object do?’ to help them begin.
Common MisconceptionDuring Poster Pitch, watch for pupils who dismiss drawings as ‘just pictures’ and focus only on spoken explanations.
What to Teach Instead
Ask groups to compare their poster with a spoken explanation. Have them circle which parts of their poster helped explain their findings best, then add more details to those parts.
Common MisconceptionDuring Science Show and Tell, watch for pupils who assume listeners already understand their drawing.
What to Teach Instead
Prompt the audience to ask one question each, such as ‘What does this label mean?’ or ‘Why did you draw it that way?’ to guide the speaker to clarify.
Assessment Ideas
After Finding Swap, listen for one clear observation or conclusion each pupil shares with their partner. Note if they use a drawing or spoken words to support their point.
During Poster Pitch, listen for pupils to explain why they chose certain labels or colors in their poster. Ask, ‘How does your poster help someone else understand what happened?’
After Science Show and Tell, give each pupil a card to draw one thing they learned from another child’s presentation. Ask them to say one word to describe their drawing as they leave, to check their retention of key ideas.
Extensions & Scaffolding
- Challenge: Ask pupils to create a new drawing or model that explains their finding to a younger child.
- Scaffolding: Provide word banks or sentence frames for pupils to use when describing their observations during Expert Talk Prep.
- Deeper exploration: Introduce a ‘scientist’s notebook’ where pupils record their findings each lesson, using words, drawings, or symbols.
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. |
Suggested Methodologies
Planning templates for Science
5E Model
The 5E Model structures lessons through five phases (Engage, Explore, Explain, Elaborate, and Evaluate), guiding students from curiosity to deep understanding through inquiry-based learning.
Unit PlannerThematic Unit
Organize a multi-week unit around a central theme or essential question that cuts across topics, texts, and disciplines, helping students see connections and build deeper understanding.
RubricSingle-Point Rubric
Build a single-point rubric that defines only the "meets standard" level, leaving space for teachers to document what exceeded and what fell short. Simple to create, easy for students to understand.
More in Working Scientifically
Asking Scientific Questions
Learning how to turn a curious thought into a scientific question that can be investigated.
2 methodologies
Making Predictions
Learning to make simple predictions about what might happen in an investigation based on prior knowledge or observations.
2 methodologies
Conducting Simple Tests
Performing hands-on investigations safely and carefully, making observations.
2 methodologies
Recording Discoveries with Drawings
Using drawings and labelled diagrams to share what has been learned from observations.
2 methodologies
Recording Discoveries with Charts and Tables
Using simple charts and tables to organise and present findings from investigations.
2 methodologies
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