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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 much water a plant is given? (a stopwatch or timer / weighing scales / a measuring jug or cylinder / a thermometer) → a measuring jug or cylinderPrompt: 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? (how hot a cup of tea is / how long it takes to run 50 metres / how tall a sunflower has grown / the mass of a bag of flour) → how tall a sunflower has grownPrompt: What does this tool measure: length, temperature, mass, time or volume?
  3. Which tool would show that the water in a bowl is getting colder? (a magnifying glass / a thermometer / a ruler / a measuring jug) → a thermometerPrompt: Colder means the temperature is going down.

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. 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. Ben tests whether salt water or tap water freezes faster. Which must he keep the same? (the type of water / the volume of water in each cup / the time each one takes to freeze / whether the water has salt) → the volume of water in each cupPrompt: He is changing the type of water and measuring the time.

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. Fair tests: which statement is true? (A prediction says what you think will happen. / You should change as many things as possible. / If a result surprises you, you should hide it. / One try is always enough.) → A prediction says what you think will happen.Prompt: Think about what makes a test fair.
  2. Leo tests which paper towel soaks up the most water. What should he change? (the time he waits / the type of paper towel / the amount of water / the size of the towel) → the type of paper towelPrompt: In a fair test you change only one thing: the thing you are testing.

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

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

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

  2. Question 2

    Fair tests: which statement is true?

    • A. A fair test means everyone gets a turn.
    • B. Repeating a test helps you check your results.
    • C. One try is always enough.
    • D. You should change as many things as possible.

  3. Question 3

    Which question can be answered with a fair test?

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

  4. Question 4

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

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

  5. Question 5

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

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

  6. Question 6

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

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

  8. Question 8

    Ben tests whether salt water or tap water freezes faster. Which must he keep the same?

    • A. the type of water
    • B. the volume of water in each cup
    • C. the time each one takes to freeze
    • D. whether the water has salt

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Answer key: Planning a fair test

  1. 1. A. the height of the ramp

  2. 2. B. Repeating a test helps you check your results.

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

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

  5. 5. D. the type of paper towel

  6. 6. A. how tight and thick the strings are

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

  8. 8. B. the volume of water in each cup