Success Criteria

Learning Objectives:
Understand the difference between Success Criteria and Predictions in Science
Set success criteria for different types of problems
Understand how to check progress in light of success criteria set at the beginning

Introduction:
Hand in Post-its to each group (different colour for each group)
Write on the board these six situations spaced out and using different colours, if
possible:
1. Building a model fighter
2. Doing the shopping for the week
3. Getting married
4. Booking a holiday
5. Manufacturing a car
6. Studying for an exam
Ask each group to write at least three success criteria (one on each post-it) for each
of the six situations on the board
Each group exchanges post-its with another group and discuss the criteria received
before sending a representative to stick them under the relevant titles on the
board

Development:
Discussion
Ask the pupils to discuss what were the success criteria in the Helicopters
experiment (Hints for teachers: 1. My helicopter stays in the air for at least one s,
my helicopter spins, my results for each length dont vary more than 0.2 s from each
other...). This is just an example, but you can use any other investigation for this
purpose.
Write some ideas on the board and then ask what their prediction was in the same
experiment (e.g. as I cut more wings, the time got less...)
What is the difference between success criteria and prediction, then? Here TASC
might come useful, as in the Generate wedge you can point out at the What will

happen if...? question, which is basically a prediction! success criteria = what you
want to happen (defining success), and prediction = what could happen if I do...
Activity
Use the activity below to transfer the skill to real Science experiments
Split your class in eight groups
Each group will be given an experiment card (in red below)
Mix the sets of success criteria (in blue) and distribute to each group
The groups look at the criteria they have to see if some apply to their experiments
Then, one person per group could go around to trade the remaining cards with other
groups to complete their sets of success criteria
The group that finishes first successfully wins
Plenary:
Success Criteria Mind Map
Each pupils should be given an A3 paper to draw a mind map about Success Criteria
Start them off on the board by drawing something similar to the example below

The idea is to get each mind map as colourful and memorable as possible (research
has proven that colour and images and links are better understood and remembered
by our brain)
So, draw at least 8 different colour branches radiating from the central concept
Then, the pupils fill in each branch with a word associated to Success Criteria and a
relevant image
After this stage it might be good to fill in the mind map on the board with some
contributions from the class
Then, ask the pupils to draw three more connectors for each word and fill them in
with one word and image related to the topic (this could be left for HW)
The next stage will be to create connections between words to reinforce the meaning
of Success Criteria

Experiment 1:
Laura wants to find out how many candles she needs to match the heating power of a
Bunsen Burner.

Success Criteria 1:

My table is clear and contains all the units for temperature

If someone looked at my graph could tell how many candles are needed to
match the heating power of a Bunsen Burner

I present my results in an interesting way showing images of my equipment,

so people can see how far from the flame I measured the temperature

When I find the right number of candles I should be able to boil a beaker of
water in the same time it would take me to boil the same amount of water
with a Bunsen Burner

Experiment 2:
Jack wants to find out if different devices will cause the same cell to run out in the
same time, or different times.

Success Criteria 1:

I have chosen devices with different power rating to test my idea

For the same device it takes the same time to run out. Otherwise, I might
be doing something wrong in my method

From my table of results anyone reading my data should be able to tell me

how long it takes to run out and what devices I tested

My circuit is complete and the devices I am testing work when I connect

them to the cell

Experiment 3:
Eleanor is a Fashion Designer and she needs to know which threads are stronger, so she
decides to test the strength of all the materials she has by adding masses to a thread.

Success Criteria 3:

The strongest material should hold a mass of at least 1000 g

If I repeat my experiment the results should be reliable, i.e. same, or

similar masses to the previous ones

I work safely and make sure the clamp wont topple over because of the
weight of the masses

In my conclusion I can definitely point out the strongest material, i.e. a

material I found not to be the strongest should not hold more masses than
the strongest according to my results

Project 4:
Saul needs to design a set of switches that would light a bulb from both upstairs and
downstairs in his house.

Success Criteria 4:

My circuit must work like the stairs light and switches in my house

Each switch must work independently from the other

If flicking the top one turns the light on, flicking the bottom one must turn
it off

My circuit diagram should have the correct symbols and drawn in a way that
an Electrician could follow it to build my circuit

Project 5:
Sean wants to make a model lighthouse.

Success Criteria 5:

It must have a light that can be turned on and off

The light should be able to spin around in all directions

The light should be at the top of the tower and the tower should be as high
as possible, so the light can be seen from further away

It must be built with a strong material, but different from iron because in
water it could corrode

Project 6:
Eric is planning a mission to Mars.

Success Criteria 6:

The fuel I carry must be enough to take me there and back

Bring enough food to survive for the time of the mission

Choose the right equipment to measure the composition of the soil

I start my journey when it is aligned to give the shortest time to get there
and back

Experiment 7:
Vaughan wants to make his own pH indicator, i.e. substance that when you mix it with
solution it will tell you how acidic it is.

Success Criteria 7:

My substance must turn different colours when mixed with different

substances

I should be able to give a number to each colour and these numbers should
tell me how much acid there is in a solution

When I compare the results obtained with my indicator with a commercial

indicator they should match

I will make sure I work safely and avoid contact with dangerous acids

Experiment 8:
Lydia builds a paper rocket and wants to see if shooting it at different angles will affect
the length of flight.

Success Criteria 8:

The fuselage must be strong and go through many launches without

crumpling

The tip must be air tight, or it wont fly

I want the maximum length of flight to be at least 30 m

I want the maximum height to be at least to the third floor