Communicating FindingsActivities & Teaching Strategies
Active learning works well for communicating findings because young scientists need opportunities to practice sharing their work aloud and visually. Collaborative tasks like gallery walks and pair shares build confidence and precision in describing observations, which research shows improves both science communication and content retention.
Learning Objectives
- 1Design a labeled drawing that clearly illustrates the results of a plant or animal observation experiment.
- 2Explain the importance of sharing scientific findings with classmates and teachers.
- 3Compare and contrast at least two different methods for presenting scientific observations, such as drawings versus verbal explanations.
- 4Identify key observations from an experiment and represent them using simple, descriptive sentences.
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Gallery Walk: Plant Discovery Posters
Students draw and label results from a plant growth experiment on posters, adding 2-3 sentences. Display around the room. Pairs circulate, noting one strength and one clarity suggestion on sticky notes.
Prepare & details
Design a drawing to clearly show the results of an experiment.
Facilitation Tip: For the Gallery Walk, assign each student a specific poster to analyze first, ensuring everyone has a focused task during the activity.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Pair Share: Animal Observation Talks
Each pair draws key findings from animal watching, like bee movements. One student explains the drawing while the partner asks questions and suggests labels. Switch roles after 5 minutes.
Prepare & details
Explain why it is important to share our scientific discoveries with others.
Facilitation Tip: During Pair Share, provide sentence stems like 'I noticed that your drawing shows...' to guide constructive feedback between partners.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Small Groups: Presentation Comparison
Groups create two formats for the same finding, such as a drawing versus a model. Practice presenting both to the group, discussing which works best for classmates versus parents.
Prepare & details
Compare different ways to present scientific findings to an audience.
Facilitation Tip: For Presentation Comparison, ask groups to present their findings twice: once using only pictures and once with words, so students see how formats change clarity.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Whole Class: Science Show and Tell
Students prepare a drawing and 2 sentences on a unit discovery. Take turns presenting to the class, with audience thumbs up or questions for feedback.
Prepare & details
Design a drawing to clearly show the results of an experiment.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Teaching This Topic
Teachers should model clear, labeled diagrams and short explanations before students begin. Avoid overwhelming students with too many tools at once; instead, focus on one format per activity. Research suggests that frequent, low-stakes sharing builds comfort and skill over time, so incorporate these activities regularly rather than as isolated events.
What to Expect
By the end of these activities, students will present their findings using labeled diagrams and simple sentences that others can understand. They will ask and answer questions about each other's work, showing they can connect visuals with written explanations and collaborate on next steps.
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 the Gallery Walk, watch for students who skip reading others’ labels or skip sharing their own observations aloud.
What to Teach Instead
Ask students to spend 30 seconds silently reading one poster and writing down one label they noticed before discussing it with their partner. This ensures they engage with the details before speaking.
Common MisconceptionDuring Pair Share, watch for students who treat the activity as a one-way report instead of a conversation.
What to Teach Instead
Give partners a shared clipboard with a checklist of questions to ask each other, such as 'What do you think caused this change?' to turn sharing into a dialogue.
Common MisconceptionDuring Presentation Comparison, watch for students who assume the 'best' format is always the most detailed one.
What to Teach Instead
Have groups vote on which format (drawing, words, or both) best communicated their findings to the class, then discuss why simplicity sometimes works better for clarity.
Assessment Ideas
After Plant Discovery Posters, provide students with a half-sheet to draw one observation from their experiment and write one sentence describing what happened. Collect these to check for accurate labels and clear descriptions linking observations to findings.
During Animal Observation Talks, have partners use a shared rubric to give feedback: 'Did the speaker explain what they saw? Did the drawing match their words?' This assesses both clarity and collaboration in real time.
During Science Show and Tell, ask students to turn and talk: 'How did showing your work to others help you understand your own experiment better?' Listen for responses that mention noticing new details or correcting mistakes, showing they see the value in sharing.
Extensions & Scaffolding
- Challenge: Ask early finishers to create a second diagram that corrects or adds to another student’s work during the Gallery Walk, explaining their choices in writing.
- Scaffolding: Provide sentence frames on cards for students who struggle, such as 'The plant grew from ___ to ___ in ___ days.'
- Deeper: Have students research a common misconception about their topic and create a poster explaining why it is incorrect, using their data as evidence.
Key Vocabulary
| Observation | Noticing and recording details about plants or animals during an experiment, such as how much a plant grew or how an insect moved. |
| Conclusion | A summary of what was learned from an experiment, based on the observations made. |
| Diagram | A drawing that shows the important parts of something, often with labels to explain what each part is. |
| Presentation | The act of showing or explaining scientific findings to others, using methods like drawings, talking, or posters. |
Suggested Methodologies
Planning templates for Young Explorers: Investigating Our World
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.
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