π§ Watch me think: Question: does surface affect how far the trolley rolls? Watch β I change the surface AND I push harder. Trolley goes further. So what caused it? I have no idea. We cannot isolate which change caused the difference. Keep the observation, then improve the method: same release point, same trolley, same slope. Only the surface changes.
Plan a fair test: β I CHANGE one thing, β I KEEP THE SAME the rest, βΆ I MEASURE with units β then three repeats and a mean. Icon + word on every box.
π Key definitions
variable β Anything in a test that could change.
independent variable β The ONE thing you deliberately change.
control variable β Everything you deliberately keep the same.
dependent variable β The thing you measure.
β Common mistake: A fair test means everyone gets a turn. β Actually: Fair here is a technical word. It means one variable changed, not equal turns.
Use the remaining practice time: Demonstrate a changed push and surface, then ask which cause is uncertain. Re-run with a no-push release and a fixed mark. Pupils identify what the model now controls and what must be measured.
π€ We Do Β· together
Which kind of variable?
Decide, then tap.Found 0/5
The surface we roll on
Distance the trolley travels
Height of the ramp
Which trolley we use
How hard we push
Use the remaining practice time: Choose CHANGE, KEEP and MEASURE for the planned two-surface test. Have learners direct an adult to set one control, then check a deliberately misplaced ruler zero.
π§ Watch me think: Write it as one planning sentence before you touch equipment: 'I will change ____, keep ____ and ____ the same, and measure ____ in ____.' If you cannot finish that sentence, you are not ready to test.
Assessor witness Β· what the adult is watching for
Identified independent, dependent and control variables.
Recorded results in a table with correct units.
Judged whether the data answered the question.
πΈ Capture: Photograph the completed planning frame AND the results table together β the pair is the evidence.
π€ We Do 2 Β· sort, then write
Fair or not fair?
Sort, donβt guess. Put each card in the right bin.Sorted 0/5
Same ramp height, different surfaces
Different ramp heights, different surfaces
Three repeats of each surface
Ignoring a result you did not like
Measuring in 'about a ruler'
β FAIR
β NOT FAIR
β² NOT SCIENCE
β NOT A UNIT
βΈ STOP for today β label and keep your work. Tuesday P1 (09:30β10:10): use Resume period 2 on the title screen.
Use the remaining practice time: Use a three-result example to distinguish a surprising observation from a known method mistake. Keep the observation, note the concern and plan a retry; do not silently discard it.
βοΈ Independent Work
Your turn β pick your tier
βΆ Tuesday P1 (09:30β10:10) β restart here. First retrieve the previous lesson; the workshop includes its own check and tidy-up.
32-minute workshop. Use the phases below. Choose a supported, standard or stretch route with your adult; pointing, signing, directing, drawing or writing can show the same science.
32:00
β Supported
Choose or point to CHANGE / KEEP / MEASURE labels with an adult. Direct three trials on one surface, then compare with the adult-recorded second surface. Dictate results and one conclusion.
β² Standard
Write or dictate your variable plan, run three trials per surface, and complete the results with centimetres. Use repeated evidence to answer the question.
β Stretch
Plan and run the repeats, calculate means if ready, and explain an unusual result or limitation. A mean does not repair an unfair method; improve the method before claiming more.
Plan, repeat, check and conclude
7 min: Return to Mondayβs test question. Use the first seven minutes to choose two surfaces, complete CHANGE / KEEP / MEASURE, and check setup with an adult.
17 min: Use seventeen minutes for three releases per surface, if practicable. Keep the trolley, ramp height and release point the same; release without a push. Record stopping distance in centimetres from the same zero.
2 min: Pens down if you are writing; pause and check. Use two minutes to compare repeats. Mark an unusual run and a possible method issue; do not delete a result just because it differs.
6 min: Use six minutes to retry one method issue if time permits, state what the evidence supports, and reset equipment. Keep both original and repeated values.
Access and equipment: Adult-secured low ramp, same trolley, two level run-out surface samples, measuring tape and padded stop. Agree roles, a clear release signal and hands out of the run. Record or direct instead of handling if preferred.
Planning frame
Our choice
Question
Does the run-out surface affect stopping distance?
CHANGE
________________
KEEP THE SAME
________________
MEASURE, with unit
________________
Surface
Trial 1 / cm
Trial 2 / cm
Trial 3 / cm
A __________
________________
________________
________________
B __________
________________
________________
________________
Result kept for checking: __________. Method issue or uncertainty: __________.
My evidence supports __________ because __________.
No-equipment route: an adult can provide the labelled invented teaching set A = 48, 50, 49 cm; B = 27, 29, 28 cm. Evaluate what would need controlling to trust this comparison; record this as data interpretation, not an experiment you performed.
π Lundy Loop
Where what you say changes something
This is where your voice changes what happens next.
π‘ Space
This lesson has a lot of waiting between trials. Waiting is part of it, not wasted time.
π£ Voice
Point, sign, say or show one observation, question or access need. You may pass or speak privately.
π Audience
Tell the adult teaching this lesson, or ask a chosen partner to help you pass on the message.
β Influence
The adult says what can change now, makes one agreed change if possible, and explains any limit. Check whether the change helped; no display or sharing is assumed.
π« Exit Ticket
Before you go
β Supported
How many things do you change in a fair test?
one
β² Standard
Name one control variable from today's test.
ramp height / trolley / release point / push force
β Stretch
Explain why three repeats are better than one.
Repeats show whether a result is consistent or a one-off, so you can judge reliability.
Slide 1/10
π πΈβοΈ
Planning a Fair Test β banked!
GROW Science Β· Week 5 β
β I can name the one thing I will change and the things I will keep the same.β I can record results in a table with units.β I can say whether my results answer my question.
OPTIONAL EVIDENCE CHECK
Check one piece of evidence
Show an adult or chosen partner, or quietly check your own work against todayβs success: I can name the one thing I will change and the things I will keep the same. and I can record results in a table with units.. Keep or correct one thing using the evidence.
The planned two-minute check belongs inside the workshop. If this optional panel is opened manually, resume when ready and allow for the pause in the teaching plan.
Knowledge Organiser β Planning a Fair Test
GROW Β· White Rose Science Year 5/6 Β· Week 5
Key word
What it means
variable
Anything in a test that could change.
independent variable
The ONE thing you deliberately change.
control variable
Everything you deliberately keep the same.
dependent variable
The thing you measure.
repeat
Doing the same trial again to check the result.
Key facts
A fair test changes ONE thing and keeps everything else the same.
If two things change at once, you cannot tell which one caused the difference.
Every measurement needs a unit. A number on its own is not a result.
Repeating a trial three times shows whether a result is reliable or a one-off.
An unexpected result is data, not a mistake. Record it.
Success criteria
I can name the one thing I will change and the things I will keep the same.
I can record results in a table with units.
I can say whether my results answer my question.
Planning a Fair Test
Name: ____________________ Tier ringed by adult: β Supported β² Standard β Stretch Date:
Learning objective
I can plan a fair test, carry it out, and record my results clearly.
Teaching plan: Monday P2 (10:10β10:50) β Title through We Do 2: 40 minutes. STOP after We Do 2, label and keep the work. Tuesday P1 (09:30β10:10) β restart at Independent Work: 32-minute workshop, 4-minute pupil feedback, 4-minute Exit Ticket. Total: 40 minutes on each day; 80 across the week. Timers guide the plan and never advance a pupil automatically.
Today at a Glance
Name the variables
Run three trials
Judge your own data
Arrival task
Read the question on the board. Circle the ONE thing we will change.
Write the one thing we will change in today's test.
Write the one thing we will change and two things we must keep the same.
We Do β Sort each card into the right group
Same ramp height, different surfaces → ______________________________
Different ramp heights, different surfaces → ______________________________
Three repeats of each surface → ______________________________
Ignoring a result you did not like → ______________________________
Measuring in 'about a ruler' → ______________________________
WAGOLL
I changed the surface only. I kept the ramp height, the trolley and the release point the same. I measured the distance in centimetres and repeated each surface three times. Carpet gave the shortest distance every time, so carpet produced the most friction.
Scaffolding β β Supported
Adult notes β access & sensory Forces work is noisy and physical β trolleys, ramps, dropped masses. Agree the noise signal before equipment comes out, and offer ear defenders without making it a conversation. A pupil may record data instead of running the trial and still be doing the science.
Sentence stems
Write it as one planning sentence before you touch equipment: 'I will change ____, keep ____ and ____ the same, and measure ____ in ____.' If you cannot finish that sentence, you are not ready to test.
Word bank
variable, independent variable, control variable, dependent variable, repeat
Scaffolding β β² Standard
Sentence stems
Write it as one planning sentence before you touch equipment: 'I will change ____, keep ____ and ____ the same, and measure ____ in ____.' If you cannot finish that sentence, you are not ready to test.
Word bank
variable, independent variable, control variable, dependent variable, repeat
Scaffolding β β Stretch
Sentence stems
Write it as one planning sentence before you touch equipment: 'I will change ____, keep ____ and ____ the same, and measure ____ in ____.' If you cannot finish that sentence, you are not ready to test.
Word bank
variable, independent variable, control variable, dependent variable, repeat
Independent Work β β Supported
Task: Choose or point to CHANGE / KEEP / MEASURE labels with an adult. Direct three trials on one surface, then compare with the adult-recorded second surface. Dictate results and one conclusion.
Plan, repeat, check and conclude
7 min: Return to Mondayβs test question. Use the first seven minutes to choose two surfaces, complete CHANGE / KEEP / MEASURE, and check setup with an adult.
17 min: Use seventeen minutes for three releases per surface, if practicable. Keep the trolley, ramp height and release point the same; release without a push. Record stopping distance in centimetres from the same zero.
2 min: Pens down if you are writing; pause and check. Use two minutes to compare repeats. Mark an unusual run and a possible method issue; do not delete a result just because it differs.
6 min: Use six minutes to retry one method issue if time permits, state what the evidence supports, and reset equipment. Keep both original and repeated values.
Access and equipment: Adult-secured low ramp, same trolley, two level run-out surface samples, measuring tape and padded stop. Agree roles, a clear release signal and hands out of the run. Record or direct instead of handling if preferred.
Planning frame
Our choice
Question
Does the run-out surface affect stopping distance?
CHANGE
________________
KEEP THE SAME
________________
MEASURE, with unit
________________
Surface
Trial 1 / cm
Trial 2 / cm
Trial 3 / cm
A __________
________________
________________
________________
B __________
________________
________________
________________
Result kept for checking: __________. Method issue or uncertainty: __________.
My evidence supports __________ because __________.
No-equipment route: an adult can provide the labelled invented teaching set A = 48, 50, 49 cm; B = 27, 29, 28 cm. Evaluate what would need controlling to trust this comparison; record this as data interpretation, not an experiment you performed.
Independent Work β β² Standard
Task: Write or dictate your variable plan, run three trials per surface, and complete the results with centimetres. Use repeated evidence to answer the question.
Plan, repeat, check and conclude
7 min: Return to Mondayβs test question. Use the first seven minutes to choose two surfaces, complete CHANGE / KEEP / MEASURE, and check setup with an adult.
17 min: Use seventeen minutes for three releases per surface, if practicable. Keep the trolley, ramp height and release point the same; release without a push. Record stopping distance in centimetres from the same zero.
2 min: Pens down if you are writing; pause and check. Use two minutes to compare repeats. Mark an unusual run and a possible method issue; do not delete a result just because it differs.
6 min: Use six minutes to retry one method issue if time permits, state what the evidence supports, and reset equipment. Keep both original and repeated values.
Access and equipment: Adult-secured low ramp, same trolley, two level run-out surface samples, measuring tape and padded stop. Agree roles, a clear release signal and hands out of the run. Record or direct instead of handling if preferred.
Planning frame
Our choice
Question
Does the run-out surface affect stopping distance?
CHANGE
________________
KEEP THE SAME
________________
MEASURE, with unit
________________
Surface
Trial 1 / cm
Trial 2 / cm
Trial 3 / cm
A __________
________________
________________
________________
B __________
________________
________________
________________
Result kept for checking: __________. Method issue or uncertainty: __________.
My evidence supports __________ because __________.
No-equipment route: an adult can provide the labelled invented teaching set A = 48, 50, 49 cm; B = 27, 29, 28 cm. Evaluate what would need controlling to trust this comparison; record this as data interpretation, not an experiment you performed.
Independent Work β β Stretch
Task: Plan and run the repeats, calculate means if ready, and explain an unusual result or limitation. A mean does not repair an unfair method; improve the method before claiming more.
Plan, repeat, check and conclude
7 min: Return to Mondayβs test question. Use the first seven minutes to choose two surfaces, complete CHANGE / KEEP / MEASURE, and check setup with an adult.
17 min: Use seventeen minutes for three releases per surface, if practicable. Keep the trolley, ramp height and release point the same; release without a push. Record stopping distance in centimetres from the same zero.
2 min: Pens down if you are writing; pause and check. Use two minutes to compare repeats. Mark an unusual run and a possible method issue; do not delete a result just because it differs.
6 min: Use six minutes to retry one method issue if time permits, state what the evidence supports, and reset equipment. Keep both original and repeated values.
Access and equipment: Adult-secured low ramp, same trolley, two level run-out surface samples, measuring tape and padded stop. Agree roles, a clear release signal and hands out of the run. Record or direct instead of handling if preferred.
Planning frame
Our choice
Question
Does the run-out surface affect stopping distance?
CHANGE
________________
KEEP THE SAME
________________
MEASURE, with unit
________________
Surface
Trial 1 / cm
Trial 2 / cm
Trial 3 / cm
A __________
________________
________________
________________
B __________
________________
________________
________________
Result kept for checking: __________. Method issue or uncertainty: __________.
My evidence supports __________ because __________.
No-equipment route: an adult can provide the labelled invented teaching set A = 48, 50, 49 cm; B = 27, 29, 28 cm. Evaluate what would need controlling to trust this comparison; record this as data interpretation, not an experiment you performed.
Exit Ticket
Name one control variable from today's test.
Assessor Witness Statement
Pearson Entry Level Science 8939 (E1βE3); AQA UAS science units Records what was observed, and at which level of independence.
Pupil
____________________
Lesson
Planning a Fair Test β GROW Science Β· Week 5
Date
____________________
Observed in this lesson
β Identified independent, dependent and control variables.
β Recorded results in a table with correct units.
β Judged whether the data answered the question.
Assessor comment
Ring the tier the pupil actually worked at
β Supported
β² Standard
β Stretch
Assessor name ______________ Role ____________ Signature ______________ Date ________
Lundy Loop
Space: This lesson has a lot of waiting between trials. Waiting is part of it, not wasted time.
Voice: Point, sign, say or show one observation, question or access need. You may pass or speak privately.
Audience: Tell the adult teaching this lesson, or ask a chosen partner to help you pass on the message.
Influence: The adult says what can change now, makes one agreed change if possible, and explains any limit. Check whether the change helped; no display or sharing is assumed.
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.