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Science lesson plan · 3rd grade (Year 4 in England) · 45 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 · 5 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 far a paper plane flew? (a ruler or tape measure / a thermometer / a stopwatch or timer / weighing scales) → a ruler or tape measurePrompt: Is it a length, a temperature, a mass, a time or an amount of liquid?
  2. What could you measure with a ruler or tape measure? (the width of a leaf / how long an ice cube takes to melt / the mass of a pumpkin / how cold the water in a pond is) → the width of a leafPrompt: What does this tool measure: length, temperature, mass, time or volume?
  3. Which is the best tool to find out how long it takes a snail to cross a table? (a rain gauge / a thermometer / a stopwatch / a ruler) → a stopwatchPrompt: "How long it takes" is about time.

Hook · 5 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 · 10 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 · 10 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. Mateo wants to know if plants grow better with more light. Which plan is fair? (Same plant type, same water, different amounts of light / Different plants, different water, different light / Same light for every plant / More water for the plant in the light) → Same plant type, same water, different amounts of lightPrompt: Only the thing being tested should change.
  2. Which question can be answered with a fair test? (Who is the best scientist? / What is your favourite plant? / Does a heavier parachute fall faster? / Is a rainbow beautiful?) → Does a heavier parachute fall faster?Prompt: A fair test changes one thing and measures another.

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why is it a good idea to repeat a test several times? (Because the first try never counts / To check the results are reliable / To change the answer / To make the test unfair) → To check the results are reliablePrompt: What if one result was a mistake?
  2. Aisha measures how fast sugar dissolves in water at different temperatures. What does she measure? (the time for the sugar to dissolve / the temperature of the water / the colour of the sugar / the type of cup) → the time for the sugar to dissolvePrompt: She changes the temperature. What does she then look at?

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/ 8

  1. Question 1

    Fair tests: which statement is true?

    • A. A prediction says what you think will happen.
    • B. If a result surprises you, you should hide it.
    • C. One try is always enough.
    • D. You should change as many things as possible.

  2. Question 2

    Which question can be answered with a fair test?

    • A. Does a heavier parachute fall faster?
    • B. What is your favourite plant?
    • C. Who is the best scientist?
    • D. Is a rainbow beautiful?

  3. Question 3

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

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

  4. Question 4

    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 type of cup
    • C. the colour of the sugar
    • D. the temperature of the water

  5. Question 5

    Priya tests which surface a toy car rolls furthest on. What must she keep the same?

    • A. the height of the ramp
    • B. how far the car rolls
    • C. nothing
    • D. the type of surface

  6. Question 6

    Why is it a good idea to repeat a test several times?

    • A. Because the first try never counts
    • B. To make the test unfair
    • C. To change the answer
    • D. To check the results are reliable

  7. Question 7

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

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

  8. Question 8

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

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Answer key: Planning a fair test

  1. 1. A. A prediction says what you think will happen.

  2. 2. A. Does a heavier parachute fall faster?

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

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

  5. 5. A. the height of the ramp

  6. 6. D. To check the results are reliable

  7. 7. C. The drop height should be the same

  8. 8. C. how tight and thick the strings are