AC9S4I05: Compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions

Learning intention: Compare findings with other people, check whether methods were fair, draw a conclusion from evidence and choose a useful further question.

A finding is what the records show. A conclusion explains what those findings mean for the investigation question. Different results are a reason to look closely, not an automatic sign that somebody is wrong.

• Compare both groups’ recorded evidence and conditions.
• Identify an accidental change that could affect a comparison.
• Judge a designed solution against its stated purpose.
• Write a conclusion that fits the tested conditions and propose a focused follow-up.

Year-level boundary: Use observed values, simple comparisons and repeated patterns. Formal averages, uncertainty calculations and statistical significance are not required. Use familiar water, materials and forces contexts.

Finding

A result or pattern identified from recorded evidence.

Fair test

A comparison that changes the factor being investigated while keeping other relevant conditions consistent.

Variation

Differences between observations or trials.

Conclusion

An answer to the investigation question supported by evidence.

Fitness for purpose

How well a design or material meets the needs of its intended use.

Further question

A testable question arising from findings, an unexpected result or a limit.

Official content description: compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions

1. E1: identifying instances during investigations where elements may have been changed in error, resulting in an unfair test. Inspect a log showing that one strip had two layers by mistake. Name the extra changed condition, retain its record, and repeat with equal layers. Matching outcomes do not establish fairness.
2. E2: comparing findings of water use surveys and discussing differences between home and school, or between each other’s homes. Use the survey model. Compare matching categories and periods; ask about people, activities, duration and volume. Event counts alone do not measure litres or prove waste.
3. E3: comparing designed solutions, such as toys, lunchboxes or structures, to determine fitness for purpose of selected materials. Use the roof model to check dry-inside and load requirements. Extend to a lunchbox whose handle breaks despite good cooling: it meets one need but not another.
4. E4: comparing findings from investigations with peers and asking questions about factors that may have led to any differences in findings. Use the group model. Ask neutral questions about release marks, units and surfaces; compare repeated patterns as well as individual values.
5. E5: identifying unexpected findings and posing questions for further investigation. A model roof stays dry in a short spray but leaks later. Keep both observations and ask how spray duration affects leaking, holding other relevant conditions consistent.
6. E6: drawing conclusions that reflect their data and information. Write: “The tested coated-card roof stayed dry and held four blocks, meeting both needs.” Add a limit: the short model test does not establish performance in all weather.

We do: method detective

Teacher gives two logs: same block and surface, but different release marks. Teacher and class highlight the difference and explain how it might matter. Partners then draft a repeat plan. Look for “may explain”, not certainty without another test.

Conclusion ladder

Improve “It always works” to “This roof stayed dry during our short spray test.” Add recorded load evidence and the intended purpose. Partners check whether each claim can be traced to a record.

Next-question workshop

Notice an uncertainty → name a possible factor → write a focused question → plan what to compare and keep consistent. Example: “Does a longer spray cause this roof to leak?”

Quick checkpoint: Can five repeats repair a changed layer number? No. Repeats reveal patterns, while the layer difference must be repaired separately.

• Different findings mean cheating: Compare methods and measurements before judging; genuine variation is possible.
• Equal outcomes prove fairness: Fairness concerns relevant conditions, not identical numbers.
• The largest total shows the most waste: Water-use totals depend on people, activities, periods and measurement units.
• Best at one property means best product: Check every relevant purpose requirement.
• A conclusion repeats the procedure: Answer the question with evidence, not just equipment or steps.
• An unexpected reading should disappear: Keep it, check it and explain the findings honestly.

Support: Provide two short records and sentence frames: “Both groups…”, “One difference is…”, “We should check…”. Read the units aloud.

Core: Compare repeat sets and methods, judge two product criteria, write a conclusion and a further question.

Extend: Explain the difference between choosing a whole design and isolating one material property. Suggest a follow-up that distinguishes two possible explanations without requiring formal statistics.

Why ask another group about its method?

A different release point, unit or test duration could explain different findings.

Does twice as many tap events mean twice as many litres?

No. Duration and flow can differ; the survey counted events.

Can a complete-design comparison have several intentional differences?

Yes, to judge overall fitness for purpose. It cannot then identify the effect of one feature alone.

What makes a useful conclusion?

It answers the question with recorded evidence and stays within the tested conditions.

Prompt: Equal cloth pieces receive equal water amounts. A absorbs 18 mL and B 12 mL. Write a conclusion. Expected: A absorbed more in this matched test, 18 mL compared with 12 mL. Review: Do not infer every other use or size.

Prompt: A roof stays dry but fails the required load. Is it fit for both needs? Expected: No; explain the success and the unmet load requirement. Review: Check each criterion.

Prompt: One drying trial takes much longer. What next? Expected: Retain the result, check conditions and ask a focused question about a possible factor such as airflow. Review: Do not delete a result simply for being unexpected.

Two groups use the same method. A records 30, 32 and 31 cm; B records 31, 30 and 32 cm. Write one comparison, one method question and one cautious conclusion.

Expected evidence: Both sets contain distances from 30 to 32 cm. Ask whether the same surface and release mark were used. Conclude that both groups found similar distances under these conditions.

Continue when: the pupil compares both records, asks a relevant neutral question and avoids universal claims. Reteach if: they use only the largest number, confuse a count with a volume or judge fairness only from matching outcomes.

Read the topic guide and use the teacher slide for instruction. Students can then use the worksheet for written work, open Practice for supported feedback, or take the Test when they are ready.

This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.

Curriculum equivalents for Findings with those of others, consider if investigations were fair...

Mapped skill: compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• Next Generation Science Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9S4U01: Explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships
• AC9S4U02: Identify sources of water and describe key processes in the water cycle, including movement of water through the sky, landscape and ocean; precipitation; evaporation; and condensation
• AC9S4U03: Identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects
• AC9S4U04: Examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use
• AC9S4H01: Examine how people use data to develop scientific explanations
• AC9S4H02: Consider how people use scientific explanations to meet a need or solve a problem
• AC9S4I01: Pose questions to explore observed patterns and relationships and make predictions based on observations
• AC9S4I02: Use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment