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Lesson overview
GROW · Science · Week 5B · Do

Fair Test: Run, Record, Conclude

🧭
Science mission
Evidence Lab: can another scientist trust our results?
BROKEN TESTsurface changes+ ramp changes+ push changesFAIR TEST◆ CHANGE: surface▶ MEASURE: distance (cm)■ KEEP SAME: methodEVIDENCE
Visual model: use it to predict and explain — not as decoration.

Aut1·W5 — Plan and carry out a fair test about forces; record results.

🎯 Learning objective: I can carry out a fair test, record results with units and decide what the data shows.
✅ Success criteria
  • I can follow a plan that changes one variable.
  • I can record repeats with units.
  • I can use the results to write a conclusion and comment on consistency.
ArrivalStarterI DoWe DoI Do 2We Do 2Independent evidenceExit + one Lundy close
🔁 End-of-day reflection window

v3 40-minute route · derived from current GROW lesson Science_Teesside/Grow/SCI_G_W5_Fair_Test.html at main SHA 93d570041f4c · repository originals untouched.

🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Space → Voice → Audience → Influence runs through the lesson; it is not an extra activity at the end.
⏱ 3 min
Arrival
Staff influence opener — SAY, don’t record: “Last lesson your evidence showed ___. Today we are starting by remembering ___.”
Retrieve the previous lesson: W5A — independent, dependent and control variables; units; repeats; a written or modelled fair-test plan.
Not here last lesson? Everything you need is in the box above — read it, then answer.
◆ Supported — three retrieval questions and one lead-in
R1 Last lesson

Point to the thing we change in our test.

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — Last lesson you named the variable to change, the one to measure, and the ones to keep the same. Name each for our test.

R2 Week 4

Name one machine that makes lifting easier.

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — Week 4: what does moving a lever's pivot change?

R3 Week 3

Say which surface gripped most.

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — Week 3: which surface gave the most friction, and how did you know?

Lead-in Into today

We measure today. Point to the ruler.

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — Today we record results with units. Why does a number with no unit tell us nothing?

▲ Standard — three retrieval questions and one lead-in
R1 Last lesson

Last lesson you named the variable to change, the one to measure, and the ones to keep the same. Name each for our test.

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — Last lesson: explain why the controlled variables decide whether the result means anything.

R2 Week 4

Week 4: what does moving a lever's pivot change?

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — Week 4: a mechanism trades force for distance. Explain that trade in your own words.

R3 Week 3

Week 3: which surface gave the most friction, and how did you know?

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — Week 3: what would you repeat before trusting a single surface result?

Lead-in Into today

Today we record results with units. Why does a number with no unit tell us nothing?

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — Two groups get different results for the same test. Name two honest reasons that could happen.

★ Stretch — three retrieval questions and one lead-in
R1 Last lesson

Last lesson: explain why the controlled variables decide whether the result means anything.

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — Point to the thing we change in our test.

R2 Week 4

Week 4: a mechanism trades force for distance. Explain that trade in your own words.

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — Name one machine that makes lifting easier.

R3 Week 3

Week 3: what would you repeat before trusting a single surface result?

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — Say which surface gripped most.

Lead-in Into today

Two groups get different results for the same test. Name two honest reasons that could happen.

Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — We measure today. Point to the ruler.

Rule: Arrival retrieves three times and then leads in. R1 is last lesson, R2 is the previous week, R3 is older material, and the lead-in opens today without teaching today’s concept.
Ways to show the Science
🗣 Say it☝ Point / select ✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Influence is made visible here: retrieve what the previous lesson actually showed before adding new Science.
⏱ 3 min
Starter
👀 Notice❓ Wonder🎯 Predict🗣 Explain

🔍 Bridge into today

Before equipment comes out, complete aloud: ‘I will change __, keep __ the same, and measure __ in __.’

🎯 Commit to a prediction

Before we start: how many times should we repeat each surface?

Choose one. Say it, point to it, or press it.

Nothing here is right or wrong yet. Nothing is marked, scored or stored. A prediction still counts when it turns out differently. That is what makes the test worth running.

Frame 1 / 4
RUN THE PLAN
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Frame 2 / 4
KEEP RAW DATA
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Frame 3 / 4
REPEAT
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Frame 4 / 4
CONCLUDE + EVALUATE
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Low prior knowledge is expected. Notice, choose, predict or ask a question. The scientific explanation comes next.
Ways to show the Science
🗣 Say it☝ Point / select ✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Voice first: low-entry prediction or noticing before today’s explanation is taught.
⏱ 4 min
I Do
🧠 Watch the thinking, not just the finished answer.
BROKEN TESTsurface changes+ ramp changes+ push changesFAIR TEST◆ CHANGE: surface▶ MEASURE: distance (cm)■ KEEP SAME: methodEVIDENCE
Teacher-controlled model: reveal the invisible Science as you narrate.
✔ What this model helps us seeIt shows the pattern across your repeats once each set is averaged.
✘ What this model does not showIt leaves out how carefully each reading was taken, and whether the difference is bigger than the error in your measuring.
Demonstrate the release method exactly once and mark where measurement begins and ends.
Show how each reading goes straight into the table with its unit.
Model what to do when a result surprises you: record → check method → repeat if appropriate.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Space first: the model makes invisible thinking visible while support staff observe access and readiness.
⏱ 4 min
We Do
Commit before reveal: One repeat is very different from the others. What should happen first?
Ways to show the Science
🗣 Say it☝ Point / select ✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Voice → Audience → Influence: everyone commits; the response decides re-model, recheck, adapt access or move on.
⏱ 3 min
I Do
🧠 Watch the thinking, not just the finished answer.
Model a mean only after pupils can read the raw repeats. The mean summarises; it does not replace the evidence.
Model a conclusion that answers the original question using actual results.
Model evaluation: one realistic improvement linked to method or measurement quality.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Space first: the model makes invisible thinking visible while support staff observe access and readiness.
⏱ 4 min
We Do
Explore together: Results lab

📊 Repeat-and-mean lab

Enter three distances per surface. The tool calculates means only after raw data is visible. Values are not saved.

Surface1 (cm)2 (cm)3 (cm)Mean
Rough—
Medium—
Smooth—
Before calculating, look for any repeat that is very different from the others.

🧭 Trust the Repeat Lab

A button-only route into the judgement the mean cannot make for you. The tool above still calculates from your own nine readings.

Step 1 · Predict, before you test

Which set of three repeats would you trust most?

Choose one. Say it, point to it, or press it. Nothing here is right or wrong yet.

Step 2 · Test each one
Press one to see what it does.
Frozen results — these stay on the page

    Nothing tested yet.

    Step 3 · Explain
    SCIENCE GLITCH: “Always delete a reading that does not fit.”

    Use your frozen list as the evidence. Decide, then say why.

    Every step is a button, and each option carries a shape and a word as well as its colour. Say it, point to it or have an adult press it — the route does not change the Science.

    Enter results in the interactive lab above to build a visual comparison.
    Talk move: “What changed? What stayed the same? What does that make you think?”
    Ways to show the Science
    🗣 Say it☝ Point / select ✍ Write / draw🧪 Practical / model
    A pause or different route changes access, not the learning goal.
    🛡 SPACE
    🗣 VOICE
    👂 AUDIENCE
    ⚙ INFLUENCE
    Voice → Audience → Influence: everyone commits; the response decides re-model, recheck, adapt access or move on.
    ⏱ 15 min
    Independent

    ✏️ Your independent product / decision

    Run your planned fair test. Aim for three surfaces. Change the surface each time. Measure the distance each time. Do three repeats on each surface. Keep the agreed controls the same. Record every result with units. Do fewer repeats if time or safety is tight.

    🧪 PRACTICAL READY · HANDS-ON WHERE IT HELPS LEARNING
    EquipmentTrolley/block, ramp, three surfaces, metre rules/tapes, prepared repeat table, calculators optional.
    Safety / sensoryClear travel lane; no pushing; same release point; director/recorder/analyst roles are valid.
    Evidence targetPlan + raw repeat data + conclusion + evaluation kept together.
    15 minutes. Supported / Standard / Stretch are routes, not identities. Pupils can move when the core is secure.
    ◆ Prepared table + marked release point. An adult reads each step aloud.
    Sequence card: set → release → measure → record → reset. Show only the next step. Cover the rest of the method. Conclusion stem: ‘As ___ changed, ___ changed. My evidence for this is ___.’
    Fade it: remove the first prompt that is no longer needed; do not keep a scaffold because it was used once.
    ▲ Three repeats with units + a clear conclusion. Base it on your results.
    Conclusion stem: ‘As ___ changed, ___ changed. My evidence for this is ___.’
    Fade it: remove the first prompt that is no longer needed; do not keep a scaffold because it was used once.
    ★ Work out the mean for each surface. Look for unusual variation. Then evaluate one improvement.
    Evaluation stem: ‘I trust ___ least. I say this because ___. I would improve ___ by ___.’
    Fade it: remove the first prompt that is no longer needed; do not keep a scaffold because it was used once.
    Evidence can look different:
    Plan + raw results table + conclusion kept togetherPhoto of apparatus only when paired with pupil reasoningScribed conclusion clearly marked as scribedDigital graph/table only when the pupil can explain the pattern

    A photo on its own is not proof. Add what the pupil decided, explained, found or judged.

    1 · Pupil decisionPrediction, choice, plan or question.
    2 · Observable ScienceAction, model, product, result or re-attempt.
    3 · Pupil meaningExplanation, evaluation or next step.
    Ways to show the Science
    🗣 Say it☝ Point / select ✍ Write / draw🧪 Practical / model
    A pause or different route changes access, not the learning goal.
    🛡 SPACE
    🗣 VOICE
    👂 AUDIENCE
    ⚙ INFLUENCE
    The pupil authors a product/decision; adult support fades and evidence shows thinking, not attendance.

    📖 WORD HELP

    mean
    unit
    evidence

    Use the scientific word first. Ask for help only when you need it. TA fade route: model the word. Then prompt for it. Then wait for it. Drop a step as soon as the pupil no longer needs it.

    ⏱ 4 min
    Exit
    ◆ Supported

    State one thing you kept the same.

    ▲ Standard

    Use one result to answer the investigation question.

    ★ Stretch

    Explain whether the repeats were consistent and what that means for your confidence.

    🔁 GROW Lundy close — ONE line only.

    1) Pupil answers the Science question. 2) Adult genuinely receives it and gives one next step. 3) Pupil writes: “Next I will ______.”

    No adult signature, initial or second receipt mark. If nothing needs changing, the next step can be transfer to a new example or greater independence.

    ✍ GROW written close — the pupil writes this line

    “What I said, and what it changed:”

    No adult initial is required. The adult is audience for this line, not verifier. There is no signature, initial, tick or receipt mark. The line closes when it is written and received.

    If writing is hard: say it, and an adult writes down your exact words. Or point to what changed and say it aloud. Or draw it and give it one spoken caption. Or record it in the school’s own workflow. The line always stays. The route changes how you answer, not the Science.

    Ways to show the Science
    🗣 Say it☝ Point / select ✍ Write / draw🧪 Practical / model
    A pause or different route changes access, not the learning goal.
    🛡 SPACE
    🗣 VOICE
    👂 AUDIENCE
    ⚙ INFLUENCE
    Adult genuinely receives the exit response, gives one next step, and the pupil writes one closure line. No signature.
    🧑‍🏫 Support staff · this slide

    ONE SCIENCE RULE

    Protect the method, then step back. Do not ‘improve’ results for the pupil or tidy away inconvenient data.

    Priority now

    Move learning forward

    Least prompt first
    WaitSelf-promptVisual cueGeneral verbalSpecific verbalModelDirect support

    Start left. Move right only when needed. Then fade back.

    Read the response — classify the cause, not the child

    Choose a branch only to guide the next teaching action. It is not stored, scored or written as a code.
    Safeguarding: a disclosure leaves this workflow and follows the school safeguarding route. It never belongs in an evidence caption or Lundy handoff.

    GROW Science · W5B · Do

    Fair Test: Run, Record, Conclude

    Name: _______________________________   Date: ______________________

    Not here last lesson? Everything you need is in the Retrieval box below — read it, then answer.

    Learning objective: I can carry out a fair test, record results with units and decide what the data shows.

    Arrival retrieval: W5A — independent, dependent and control variables; units; repeats; a written or modelled fair-test plan.

    R1 · Last lesson: Last lesson you named the variable to change, the one to measure, and the ones to keep the same. Name each for our test.

    R2 · Week 4: Week 4: what does moving a lever's pivot change?

    R3 · Week 3: Week 3: which surface gave the most friction, and how did you know?

    Lead-in · Into today: Today we record results with units. Why does a number with no unit tell us nothing?

    Supported independent route

    ◆ Prepared table + marked release point + adult reads sequence aloud when needed.

    Scaffold

    Sequence card: set → release → measure → record → reset. Keep the next step visible, not the whole method. Conclusion: ‘As ___ changed, ___. My evidence is ___.’

    Standard independent route

    ▲ Three repeats with units + evidence-based conclusion.

    Scaffold

    Conclusion: ‘As ___ changed, ___. My evidence is ___.’

    Stretch independent route

    ★ Calculate means, identify unusual variation and evaluate one specific improvement.

    Scaffold

    Evaluation: ‘The result I trust least is ___ because ___. I would improve ___ by ___.’
    What this model helps us see: It shows the pattern across your repeats once each set is averaged.
    What this model does not show: It leaves out how carefully each reading was taken, and whether the difference is bigger than the error in your measuring.
    WORD HELP
    mean — the total of the repeats divided by the number of repeats
    unit — what the number is measured in
    evidence — what you found out, written down

    Evidence can be

    Plan + raw results table + conclusion kept together · Photo of apparatus only when paired with pupil reasoning · Scribed conclusion clearly marked as scribed · Digital graph/table only when the pupil can explain the pattern

    Exit ticket + Lundy close

    Supported: State one thing you kept the same.

    Standard: Use one result to answer the investigation question.

    Stretch: Explain whether the repeats were consistent and what that means for your confidence.

    ONE closure line after an adult has genuinely received the response and given one next step:
    Next I will ____________________________________________________________
    GROW written close — the pupil writes this line:
    “What I said, and what it changed:”
    ________________________________________________________________
    ________________________________________________________________

    No adult initial is required. The adult is audience for this line, not signatory — no signature, initial or receipt mark. If writing is the barrier, an adult scribes the pupil’s exact words.

    Adult is audience, not signatory. No initials or signature.

    🔁 Lundy live feedback–response loop

    Response changes what happens next

    SPACERegulation, trusted adult, time, no public comparison, safe modality.
    VOICEEdit, re-attempt, verbal reply, point/sign, demonstration or short voice clip.
    AUDIENCEAdult genuinely reads, listens or watches and names back what was heard.
    INFLUENCEAdapt the next instruction, question, task, scaffold or explanation.

    Choose the learning move

    Listen first. The response decides the next teaching move.

    Policy code reference · staff-side only

    VF · verbal feedbackWS · worked with supportI · independentNS+ · one next stepE · evidence on EarwigR · responded / Audience happened// · self-edit? · read this back

    Important: this lesson does not write codes, store pupil responses or upload evidence. The code palette reflects the uploaded May 2026 Feedback & Marking Policy; staff must follow the school’s current operational implementation. R is only meaningful after genuine Audience.