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Science lesson plan · 3rd grade (Year 4 in England) · 30 minutes

Planning a fair test

Working scientifically

CCSS NGSS.SEP 3CCSS NGSS.3-PS2-1England: KS2 Y3–Y4 Working scientifically

Objective and success criteria

Students will: Planning a fair test.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Choosing a measuring tool

Leads to: Independent, dependent and control variables

Materials: Simple equipment for a fair test, Results table template, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Choosing a measuring tool). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which tool would you use to measure how long it takes to run 50 metres? (a thermometer / a ruler or tape measure / a stopwatch or timer / a measuring jug or cylinder) → a stopwatch or timerPrompt: Is it a length, a temperature, a mass, a time or an amount of liquid?
  2. What could you measure with a thermometer? (how hot a cup of tea is / the mass of a pumpkin / how much juice is in a carton / how heavy a pet hamster is) → how hot a cup of tea isPrompt: What does this tool measure: length, temperature, mass, time or volume?
  3. Zara wants to know if her bean plant grows taller each day. What should she use? (a ruler / weighing scales / a stopwatch / a thermometer) → a rulerPrompt: She wants to know how tall it is.

Hook · 3 min

  • Show a simple experiment with one thing changed and ask what makes it a fair test.
  • Share the objective: Planning a fair test. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Leo tests which paper towel soaks up the most water. What should he change?
  • Step 1: He is testing types of paper towel, so that is the only thing he changes.
  • Step 2: So the answer is: the type of paper towel
  • Answer: the type of paper towel
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Priya tests which surface a toy car rolls furthest on. What must she keep the same? (how far the car rolls / the height of the ramp / the type of surface / nothing) → the height of the rampPrompt: Only the surface should change.
  2. Aisha measures how fast sugar dissolves in water at different temperatures. What does she measure? (the time for the sugar to dissolve / the colour of the sugar / the temperature of the water / the type of cup) → the time for the sugar to dissolvePrompt: She changes the temperature. What does she then look at?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Isla tests which ball bounces highest. She drops one ball from 1 m and another from 2 m. What is wrong? (Nothing, it is fair / She should not measure the bounce / The drop height should be the same / She should use only one ball) → The drop height should be the samePrompt: What is she trying to compare?
  2. Which question can be answered with a fair test? (Does a heavier parachute fall faster? / Is a rainbow beautiful? / Who is the best scientist? / What is your favourite plant?) → Does a heavier parachute fall faster?Prompt: A fair test changes one thing and measures another.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Choosing a measuring tool.
  • Use concrete materials: simple equipment for a fair test.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Independent, dependent and control variables.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.

Free lesson plan from eurekami.com/lesson-plan-builder

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Planning a fair test

Name

Date

Score/ 6

  1. Question 1

    Isla tests which ball bounces highest. She drops one ball from 1 m and another from 2 m. What is wrong?

    • A. Nothing, it is fair
    • B. She should use only one ball
    • C. She should not measure the bounce
    • D. The drop height should be the same

  2. Question 2

    Omar tests how the length of a guitar string changes its note. He uses strings of different lengths. What else should stay the same?

    • A. the note he hears
    • B. nothing else matters
    • C. the length of the strings
    • D. how tight and thick the strings are

  3. Question 3

    Fair tests: which statement is true?

    • A. One try is always enough.
    • B. If a result surprises you, you should hide it.
    • C. A prediction says what you think will happen.
    • D. A fair test means everyone gets a turn.

  4. Question 4

    Leo tests which paper towel soaks up the most water. What should he change?

    • A. the type of paper towel
    • B. the amount of water
    • C. the time he waits
    • D. the size of the towel

  5. Question 5

    Mateo wants to know if plants grow better with more light. Which plan is fair?

    • A. Different plants, different water, different light
    • B. More water for the plant in the light
    • C. Same light for every plant
    • D. Same plant type, same water, different amounts of light

  6. Question 6

    Aisha measures how fast sugar dissolves in water at different temperatures. What does she measure?

    • A. the time for the sugar to dissolve
    • B. the colour of the sugar
    • C. the type of cup
    • D. the temperature of the water

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Answer key: Planning a fair test

  1. 1. D. The drop height should be the same

  2. 2. D. how tight and thick the strings are

  3. 3. C. A prediction says what you think will happen.

  4. 4. A. the type of paper towel

  5. 5. D. Same plant type, same water, different amounts of light

  6. 6. A. the time for the sugar to dissolve