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BUILD · SCIENCE · Lesson 4 of 7

A good plan can be followed by someone else

Learning intention

Plan a controlled comparison of water amount and plant growth, with repeated plants and consistent records.

Make the question precise.

Make the comparison fair.

Success looks like

  • State a testable water-amount question.
  • Keep relevant conditions comparable.
  • Plan repeated plants, dates and a height rule.
Retrieval

BUILD · SCIENCE · Lesson 4 of 7

Retrieve what makes a useful comparison

1. Name a plant-growth requirement.

2. Is height the only useful observation?

3. What unit can we use for height?

I do

BUILD · SCIENCE · Lesson 4 of 7

I repair two changes

The flawed plan changes water and light.

I keep light comparable.

Then I test water amount.

A plan with two changesTwo groups each have three matched young seedlings. Group A receives 5 mL in light; group B receives 15 mL in darkness. Water and light both vary, so their effects cannot be separated.Repair the comparisonGroup A: 5 mL dailyThree matched seedlingsGroup B: 15 mL dailyThree matched seedlingsSunny windowDark cupboardWater AND light change: the cause becomes unclear.
A plan with two changes
Diagram description

Two groups each have three matched young seedlings. Group A receives 5 mL in light; group B receives 15 mL in darkness. Water and light both vary, so their effects cannot be separated.

I do

BUILD · SCIENCE · Lesson 4 of 7

I define the measurement before taking it

Start at soil level.

Measure to the main shoot tip.

Record centimetres.

Use one height ruleA ruler begins at the soil surface beside a seedling. The main shoot tip reaches 6 cm; measure from soil surface to shoot tip, without including pot height or forcing the plant straight.0 cm: soil level6 cm: shoot tipMeasure the same part, from the same starting level.Do not include the pot or straighten the shoot by force.
Use one height rule
Diagram description

A ruler begins at the soil surface beside a seedling. The main shoot tip reaches 6 cm; measure from soil surface to shoot tip, without including pot height or forcing the plant straight.

Continue within this stage’s shared time.

I do

BUILD · SCIENCE · Lesson 4 of 7

I make dates and responsibilities visible

Record baseline first.

Return on agreed days.

Keep every plant’s ID.

Plan observations before results existA timeline lays out the proposed record: baseline day 0 then days 3, 7 and 10. Each uses the same plant IDs, height rule and leaf-condition notes. Future results remain unknown.Day 0Label plants;record baselineDay 3Height +leaf conditionDay 7Height +leaf conditionDay 10Height +leaf conditionThe plan contains actions, not made-up results.Same observation time; record every plant, including difficulties.
Plan observations before results exist
Diagram description

A timeline lays out the proposed record: baseline day 0 then days 3, 7 and 10. Each uses the same plant IDs, height rule and leaf-condition notes. Future results remain unknown.

Continue within this stage’s shared time.

We do

BUILD · SCIENCE · Lesson 4 of 7

The plan-repair meeting

Go to interactive investigation

What will change?

What will be measured?

Name two things to keep comparable.

Fictional teaching plan; future results are unknown
Plan partDecision
Change5 versus 15 mL daily
Repeat plantsThree per group
Record days0, 3, 7, 10

Repair the investigation before starting

This is a planning model. Future growth remains unknown. Make a decision, test it against the diagram, then explain.

Decision 1 of 3

Water and light both change. Can this isolate water amount?

Choose, test, then explain together. Evidence diagrams appear only after your test. Diagram transitions explain the model; they do not represent real elapsed time. Use Pause model to stop transitions and model controls, or your device’s reduced-motion setting. The printed We do activity provides the paper route.

We do

BUILD · SCIENCE · Lesson 4 of 7

Prediction or result?

“I expect B to grow more.”

“B1 measured 6 cm today.”

Which requires an actual measurement?

Hinge

BUILD · SCIENCE · Lesson 4 of 7

Which plan best tests water amount?

Keep the intended change clear.

You do

BUILD · SCIENCE · Lesson 4 of 7

Choose your science route

Assemble the core plan.

Write a handover method.

Audit and repair a weak plan.

You do

BUILD · SCIENCE · Lesson 4 of 7

Make your own evidence record

Use the shared evidence.

Explain one choice.

Check a label or number.

You do

BUILD · SCIENCE · Lesson 4 of 7

Check what the evidence can show

Point to the clue you used.

Remove an unsupported claim.

Continue within this stage’s shared time.

Review

BUILD · SCIENCE · Lesson 4 of 7

Lundy loop: improve the shared account

Choose how to share.

Hear one evidence-based challenge.

Improve or defend one idea.

Which repair would make the eventual evidence more useful?

Review

BUILD · SCIENCE · Lesson 4 of 7

Keep the useful change

What changed in our account?

Which evidence helped?

Continue within this stage’s shared time.

Exit

BUILD · SCIENCE · Lesson 4 of 7

Three final checks

E1. What factor is this plan changing?

E2. Why use three plants per group?

E3. Should a prediction be copied into the results as a measurement?

My science task sheets

Choose one route with your teacher. Shared evidence and the exit sheet appear in every route. Your work stays here while the page is open; save it before closing.

Shared evidence • Proposed water comparison

Fictional teaching plan. An adult must adapt any real watering method to the plants and setting.

Question

How does daily water amount affect growth of these young bean seedlings over 10 days?

Groups

A1–A3: 5 mL each daily. B1–B3: 15 mL each daily. These amounts are a fictional teaching plan.

Keep comparable

Species, age, starting size, pot and compost; light, temperature, drainage and measurement times.

Record

On days 0, 3, 7 and 10: each plant’s height in cm from soil to main shoot tip; leaf colour and condition.

Care and honesty

Check daily. Keep actual records, including any missed measurement or necessary care change.

Route 1 • Assemble a fair plan

Word bank: water amount / height / same / three / cm.

S1. Deliberately change...
S5. Future results should be...

Route 2 • Write the handover method

Give enough detail for another team to follow the proposed comparison.

Route 3 • Audit the weak plan

Weak plan: “Use one small bean plant in a dark cupboard with 5 mL daily, and one large pea plant in a sunny window with 15 mL. Measure once when convenient.”

Exit and reflection

Point, draw, write or tell an adult.

Slide 1

TA Brief

Current stage

Objective

Plan a controlled comparison of water amount and plant growth, with repeated plants and consistent records.

Preparation

Method precautions

Practical alternative

All core reasoning uses the supplied evidence and can be completed in 40 minutes without a live practical.

Access and regulation

Supported: Short choices, word bank and pointing or adult-scribed reasons; same core scientific goal.

Standard: Make a short evidence-based explanation or record using the supplied information.

Stretch: Apply the core idea to a changed case, evaluate evidence or identify a limit.

Regulation: Preview the sequence. Offer seated observation, quiet paired rehearsal, private feedback and a pass from public sharing. Routes respond to current access needs, not a diagnosis.

Teacher answers

Retrieval 1–3

1 valid requirement. 2 no: leaf condition/colour also matter. 3 cm.

We do W1–W2

W1 water amount; height change plus leaf condition; relevant matched conditions including species, starting size, pot/compost, light or temperature. W2 prediction is expected; a result comes from an observation or measurement actually made.

Hinge

First option correct. Second has confounds; third invents evidence.

S1–S5

S1 water amount only. S2 two valid controls. S3 three. S4 soil surface to main shoot tip. S5 observed later.

M1–M4

M1 how does daily water amount affect these young bean seedlings over 10 days? M2 5 versus 15 mL daily in the fictional plan; two valid controls. M3 label A1–A3/B1–B3; match and allocate seedlings; record baseline; apply planned water; measure soil-to-tip in cm and leaf condition on days 0/3/7/10 at consistent times; keep all records. M4 any reasoned prediction clearly labelled, plus daily care check and adult action if stress.

T1–T4

T1 species, starting size and light all differ; water is intended change. T2 three comparable seedlings of one species per group, matched pots/compost and growing conditions, different water amounts only. T3 dated baseline and agreed repeat observations with consistent soil-to-shoot-tip cm measurement and leaf notes. T4 prioritise suitable care, stop/adjust treatment as necessary, record exactly what changed; interpret the result with this limitation.

Exit E1–E3

E1 daily water amount. E2 individuals vary; repeats make comparison less dependent on one unusual plant. E3 no.

R1–R2

Responses vary. Credit a scientific revision, evidence-based defence or relevant next question. A private or oral response has equal value.

Sources checked for this lesson

Word help

change
The factor deliberately made different.
measure
Find and record a quantity.
control
A condition kept comparable.
repeat
Use further observations or plants to check variation.

Cold Call

Give thinking time. Invite a response by voice, pointing or showing work. A pupil can pass; check in privately when useful.

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