Verbatim SoW objective: Consolidate and revisit key ideas through investigation.
Arrival · 5 min
Choose the question card: does surface change how far this toy goes? Point to what we will change.
Offer a predictable seat or standing spot and the first visual cue. No public test.
Starter · 3 min
Think back. Say, point or write one answer for each question.
- What should match a science claim?
- Name an effect of added greenhouse gases.
- What do we keep the same in a fair test?
Today I will check:
- I can name what I change and what I keep the same.
- I can record what happened in a small test.
- I can explain one way to make the test more dependable.
Ask three low-stakes retrieval questions; prior coverage must be checked.
I do · 5 min
I mark a start line. I keep the toy and launch the same. I change the surface, measure distance and repeat. Runs may still vary.
Words: variable · fair test · result · repeat
| Word | It means | Example |
|---|---|---|
| variable | a factor that can change in a test | The surface is our changed variable. |
| fair test | a test that changes one key factor and keeps other key factors the same | We use the same toy in both runs for a fair test. |
| result | what you observe or measure in a test | Our result is the distance the toy travelled. |
| repeat | do the test again under the same conditions | We repeat each run to check our result. |
Watch: Change rough/smooth surface → keep toy, start and launch the same → measure distance → repeat.
Show me: If I change the surface, should I also change the toy?
Model the full reasoning step, pre-teach four words and ask the show-me question.
We do · 7 min
The plan has a fixed toy and start line. Add the missing launch control. Name the surface to change.
Our turn: Change ____ → keep toy and ____ the same → measure distance.
Talk, then sort.
Ready to sort.
F · help
Use a visual card for toy, start mark and launch; point to the missing control.
M · say why
Name two controls and record a result.
H · stretch
Explain how a different launch could make a surface comparison misleading.
Try it with kit
Guess first: Will the toy go farther on rough or smooth paper? Give a reason.
Kit: Small toy · Low launch guide · Rough and smooth paper · Start-line tape · Ruler
- Mark one start and use the same toy.
- Launch twice on rough paper in the same way.
- Measure and record each distance.
- Repeat on smooth paper; change only the surface.
- Compare runs and name a limit.
| Surface | run 1 (cm) | run 2 (cm) |
|---|---|---|
| Rough | ___ | ___ |
| Smooth | ___ | ___ |
Risk: A launched toy may hit someone or drop off the track.
Safe: Keep the track low and clear. Retrieve the toy only after it stops.
Check against the school risk assessment and CLEAPSS guidance. Keep the track low and clear; avoid raised drops and mains equipment. Do not invent or change results.
Show the part-done example, then allow paired talk before an answer. One-minute reset inside this stage.
We do 2 · 5 min
Everyone chooses the fair plan for comparing two surfaces.
Choose a step.
All of us: A team compares carpet and vinyl using one trolley. Which plan lets them test the surface fairly?
Point. Tell a partner why.
Take one quiet minute to reset.
All pupils answer the four-option hinge; use the decision rule, not a score.
Independent · 8 min
Test two runs per surface or observe. Record distance. Name what changed, stayed the same and could limit the test.
Talk first. You can plan in any language.
Point, sign, speak, draw, type, write, use a scribe or show a staff-captured photo.
F
Point to the factor that changes.
Say first: I change the ___; I keep ___ the same.
M
Name two controls and record a result.
Say first: I changed ___ and kept ___ the same. My result was ___.
H
Explain why repeat runs help and identify a method limit.
Say first: My result suggests ___, but I would repeat ___ because ___.
Go deeper: Two runs differ. Name a reason and fix a method step.
Fair test repair: Two repeats differ. Name a safe conclusion, then improve the method for the next test.
One adult supports agreed pupils, the other holds the group; swap across the week. One-minute reset inside this stage.
Review · 4 min
Check the controls and result with a partner. Fix one label before you conclude.
VF: hear one comment. NS(+): name a next step. //: edit one part. ?: ask for a read-back. Take one quiet minute.
Give a specific verbal comment (VF) and invite one self-edit (//) or read-back (?).
Exit · 3 min
Name the change, one control, one result and a next step.
? Read it back: plan a fair investigation, record a result and explain a limit.
My feedback was… say what changed. Next I need to… name a fix.
How I know: I can name what I change and what I keep the same. I can record what happened in a small test. I can explain one way to make the test more dependable.
The adult hears you and chooses our next example. Take one quiet minute.
Hear the answer and name how it changes the next example or support. One-minute reset and handoff.