• 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 mass of a bag of flour? (a ruler or tape measure / weighing scales / a measuring jug or cylinder / a stopwatch or timer) → weighing scalesPrompt: Is it a length, a temperature, a mass, a time or an amount of liquid?
2. What could you measure with weighing scales? (how tall a sunflower has grown / how much rainwater was collected / the mass of a bag of flour / how long a toy car takes to roll down a ramp) → the mass of a bag of flourPrompt: What does this tool measure: length, temperature, mass, time or volume?
3. Kofi wants to find out which ball bounces highest. Which tool helps most? (a measuring jug / a thermometer / a metre stick (long ruler) / weighing scales) → a metre stick (long ruler)Prompt: Bounce height is a length.

• 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.

• 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.

• 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? (She should not measure the bounce / Nothing, it is fair / 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. 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 / nothing else matters / the note he hears) → how tight and thick the strings arePrompt: Tightness and thickness also change the note.

• 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.

• 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? (You should change as many things as possible. / If a result surprises you, you should hide it. / Repeating a test helps you check your results. / A fair test means everyone gets a turn.) → Repeating a test helps you check your results.Prompt: Think about what makes a test fair.
2. Ben tests whether salt water or tap water freezes faster. Which must he keep the same? (whether the water has salt / the volume of water in each cup / the type of water / the time each one takes to freeze) → the volume of water in each cupPrompt: He is changing the type of water and measuring the time.

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