How Scientific Knowledge Changes: a skill companion
Reusable sheets that grow one science skill: practise the skill in How Scientific Knowledge Changes. Print once and slot into the science topics you already teach.
Start here
- Read the pairing map.
- Print scaffolds 1 and 2 when a lesson needs this skill.
- Cut out scaffold 3 once; reuse all year.
- Open the interactive unit for a worked example.
- Run the mini-lesson first if you want the skill on its own.
Slot the skill into your science lessons
Fold this skill into Year 7 Understanding units.
| When you teach | Pattern or need | Prompt | Scaffold |
|---|---|---|---|
| Classifying Living Things (AC9S7U01) | A pattern or need in this unit | How does practise help here? | Scaffold 1 then 2 |
| Energy Flow in Ecosystems (AC9S7U02) | A pattern or need in this unit | How does practise help here? | Scaffold 1 then 2 |
| Earth, Sun and Moon (AC9S7U03) | A pattern or need in this unit | How does practise help here? | Scaffold 1 then 2 |
| Balanced and Unbalanced Forces (AC9S7U04) | A pattern or need in this unit | How does practise help here? | Scaffold 1 then 2 |
| The Particle Model of Matter (AC9S7U05) | A pattern or need in this unit | How does practise help here? | Scaffold 1 then 2 |
| Pure Substances and Mixtures (AC9S7U06) | A pattern or need in this unit | How does practise help here? | Scaffold 1 then 2 |
On-screen pictures
- “The changing model of the atom”.
- “Did the evidence support drifting continents?”.
- “Age of the Atlantic sea floor with distance from the ridge”.
Skill planner
Use this whenever you practise: practise the skill in How Scientific Knowledge Changes.
What I notice or need
My plan or question
What I will keep the same / measure / say
Teacher note: collect one strong example for the word wall.
Before and after
Before
Draw it
After
Sort the cards
Cut out. Sort into yes / no piles and justify why.
Can we test a question about how scientific knowledge changes?
Which colour is the prettiest?
Does changing one variable keep a test fair?
Is a rainbow happy?
Should we record units with every number?
Can we ignore data that surprises us?
Does a table help us see a pattern?
Is louder always more scientific?
Can two groups compare results fairly?
Answer key is on the answers sheet.
How Scientific Knowledge Changes clinic
Teach the skill on its own before folding it into a science topic. About 30 minutes.
We are learning to
- practise the skill in How Scientific Knowledge Changes,
- use the pack scaffolds with a real science example,
Success criteria
- I can use one scaffold without copying a friend.
- I can explain the skill in one short sentence.
Lesson flow
| 5 min | Hook Ask: “What skill are we practising today?” |
| 10 min | Card sort Tables sort scaffold 3 cards. |
| 10 min | Write Scaffold 1 then scaffold 2. |
| 5 min | Exit Ask: “Finish: Today I learned to...” |
See answers sheet for card keys.
Answers and look-fors
Scaffold 3 cards
| Card | Fit? | Why |
|---|---|---|
| Can we test a question about how scientific knowledge changes? | Yes | If we can watch or measure, yes. |
| Which colour is the prettiest? | No | Prettiest is an opinion. |
| Does changing one variable keep a test fair? | Yes | Fair tests change only one thing. |
| Is a rainbow happy? | No | Feelings are not measurable here. |
| Should we record units with every number? | Yes | Units make records clear. |
| Can we ignore data that surprises us? | No | Surprises need a second look. |
| Does a table help us see a pattern? | Yes | Tables organise counts. |
| Is louder always more scientific? | No | Evidence matters, not volume. |
| Can two groups compare results fairly? | Yes | If methods match, yes. |
Model exit: Today I learned to practise the skill in How Scientific Knowledge Changes.
Pair with the Understanding unit you folded the skill into that week.