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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 how long it takes to run 50 metres? (weighing scales / a stopwatch or timer / a measuring jug or cylinder / a ruler or tape measure) → 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 long a toy car takes to roll down a ramp / how cold the water in a pond is / how long it takes to run 50 metres / how much milk is in a glass) → how cold the water in a pond isPrompt: 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.

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. Priya tests which surface a toy car rolls furthest on. What must she keep the same? (the height of the ramp / nothing / the type of surface / how far the car rolls) → 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 temperature of the water / the colour of the sugar / the type of cup / the time for the sugar to dissolve) → the time for the sugar to dissolvePrompt: She changes the temperature. What does she then look at?

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. Fair tests: which statement is true? (In a fair test you change only one thing. / You should change as many things as possible. / One try is always enough. / A fair test means everyone gets a turn.) → In a fair test you change only one thing.Prompt: Think about what makes a test fair.
  2. 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.

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

    Which question can be answered with a fair test?

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

  2. Question 2

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

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

  3. Question 3

    Fair tests: which statement is true?

    • A. A fair test means everyone gets a turn.
    • B. You should change as many things as possible.
    • C. Repeating a test helps you check your results.
    • D. If a result surprises you, you should hide it.

  4. Question 4

    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 length of the strings
    • C. how tight and thick the strings are
    • D. the note he hears

  5. Question 5

    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 plant type, same water, different amounts of light
    • D. Same light for every plant

  6. Question 6

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

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

  7. Question 7

    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. whether the water has salt
    • C. the type of water
    • D. the volume of water in each cup

  8. Question 8

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

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Answer key: Planning a fair test

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

  2. 2. D. the height of the ramp

  3. 3. C. Repeating a test helps you check your results.

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

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

  6. 6. C. the type of paper towel

  7. 7. D. the volume of water in each cup

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