Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 3rd grade (Year 4 in England) · 60 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 · 6 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 the width of a leaf? (a measuring jug or cylinder / a ruler or tape measure / weighing scales / a stopwatch or timer) → 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 stopwatch or timer? (the mass of a bag of flour / how long it takes to run 50 metres / how much water a plant is given / how heavy an apple is) → how long it takes to run 50 metresPrompt: 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 · 6 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 · 12 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 · 12 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 light for every plant / Same plant type, same water, different amounts of light / More water for the plant in the light / Different plants, different water, different light) → Same plant type, same water, different amounts of lightPrompt: Only the thing being tested should change.
  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? (how tight and thick the strings are / the length of the strings / the note he hears / nothing else matters) → how tight and thick the strings arePrompt: Tightness and thickness also change the note.

You do: independent practice · 17 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 · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which question can be answered with a fair test? (What is your favourite plant? / Is a rainbow beautiful? / Who is the best scientist? / Does a heavier parachute fall faster?) → Does a heavier parachute fall faster?Prompt: A fair test changes one thing and measures another.
  2. Mateo wants to know if plants grow better with more light. Which plan is fair? (More water for the plant in the light / Same light for every plant / Different plants, different water, different light / Same plant type, same water, different amounts of light) → Same plant type, same water, different amounts of lightPrompt: Only the thing being tested should change.

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

eurekami

Planning a fair test

Name

Date

Score/ 8

  1. Question 1

    Which question can be answered with a fair test?

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

  2. Question 2

    Fair tests: which statement is true?

    • A. In a fair test you change only one thing.
    • B. A fair test means everyone gets a turn.
    • C. One try is always enough.
    • D. You should change as many things as possible.

  3. Question 3

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

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

  4. Question 4

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

  5. Question 5

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

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

  6. Question 6

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

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

  7. Question 7

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

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

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

Free from eurekami.com

for the adult only

Answer key: Planning a fair test

  1. 1. D. Does a heavier parachute fall faster?

  2. 2. A. In a fair test you change only one thing.

  3. 3. D. the type of paper towel

  4. 4. B. The drop height should be the same

  5. 5. B. the height of the ramp

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

  7. 7. B. To check the results are reliable

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