You will learn
- Recall the method.
- Identify variables.
- Plan a fair test.
- Evaluate.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Ask a testable question.
- Change one variable and measure one.
- Keep others the same.
- Evaluate the method.
Words to know
the variable you change
the variable you measure
a variable you keep the same
judging how good the investigation was
1. Discover: The bouncing ball plan
Which ball bounces highest? Kojo’s plan drops each ball from a different height. Ms Pobee asks, “Which variable is wrong?” The class rewrites the plan: the same height, the same floor, three trials for each ball.
Think: What is the independent variable now?
2. Understand: The method
Idea 1: Steps
Question, hypothesis, variables, method, safety, results, analysis, conclusion and evaluation make up a complete investigation.
Idea 2: Variables
The independent variable is what you change; the dependent variable is what you measure; control variables are kept the same.
Idea 3: Evaluate
Evaluation asks: Was the test fair? Were results reliable? What errors could affect them? How could the method be improved?
3. Worked examples
Example 1 (I show you): Identify
Variables.
- Change.
- Measure.
- Keep.
Answer: Three types.
Example 2 (We do it together): Plan
Steps.
- Question.
- Method.
- Safety.
Answer: Plan.
Example 3 (You try): Evaluate
Method.
Show the steps and answer
- Fair.
- Reliable.
- Improve.
Answer: Judge.
Did you know?
Many scientific discoveries happened because a careful scientist noticed an unexpected result and investigated it.
Why this matters
The method is the same in every science class you will take.
4. Explore: Bounce test
Test how drop height affects bounce height of one ball (independent: drop height; dependent: bounce height), three trials per height, with a results table and a conclusion.
- Plan.
- Test.
- Record.
- Evaluate.
Think about it: what did you notice?
What did you notice? Higher drops gave higher bounces, with a small spread.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The ___ variable is what you change.
- The ___ variable is what you measure.
- A ___ variable is kept the same.
- ___ judges how good the investigation was.
Guided practice
Question 1. Independent?
Change.
Question 2. Dependent?
Measure.
Question 3. Control?
Same.
Independent practice
Level 1: Start
- Independent?
- Dependent?
- Control?
- Repeat?
- Evaluate?
Level 2: Grow
- Why fair?
- Why repeat?
- Why evaluate?
Level 3: Stretch
- Plan.
- Test.
- Evaluate.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Plan a fair test of one factor that affects bounce height.
Show a sample answer
Name all variables.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: One only.
Fix: Evidence.
8. Lesson summary and revision card
- I can recall the method.
- I can identify variables.
- I can plan a fair test.
- I can evaluate.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Ask a testable question.
- Change one variable and measure one.
- Keep others the same.
- Evaluate the method.
11. Next lesson
Next lesson: Life science review. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define independent and dependent variable. [2 marks]
- Identify variables in a test. [3 marks]
- Evaluate a method. [3 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Independent [1]; dependent [1]; control [1]
- Strength [1]; weakness [1]; improvement [1]
- Any [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Independent?
- Dependent?
- Control?
- Repeat?
- Evaluate?
- Why fair?
- Why repeat?
- Why evaluate?
- Plan.
- Test.
Homework
Plan an investigation at home.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Independent? | Change. | 1 |
| 2. Dependent? | Measure. | 1 |
| 3. Control? | Same. | 1 |
| 4. Repeat? | Three. | 1 |
| 5. Evaluate? | Judge. | 1 |
| 6. Why fair? | Valid. | 1 |
| 7. Why repeat? | Reliable. | 1 |
| 8. Why evaluate? | Improve. | 1 |
| 9. Plan. | Plan. | 1 |
| 10. Test. | Table. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Change.; 2 Measure.; 3 Same.; 4 Three.; 5 Judge.. Level 2: 1 Valid.; 2 Reliable.; 3 Improve.. Level 3: 1 Plan.; 2 Table.; 3 Sentence..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Recall the method | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Identify variables | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Plan a fair test | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Evaluate | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Change everything.” One only.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Plan a complete investigation.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child reviews how to run a fair investigation. You do not need to be an expert to help.
- Test something at home.
- Ask “What stayed the same?”
- Keep it safe.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: recall the method; identify variables; plan a fair test; evaluate.
Prerequisite knowledge. Grade 6 ideas: Units 1 to 11 of Grade 6 Science.
Materials. Balls, metre rule, tables. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Mark heights.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Drop two balls and ask, “Is this fair?”
Explanation (10 min). Teach the review.
Guided activity (10 min). Learners plan.
Independent activity (10 min). Learners test.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What do I change? What do I keep?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Change everything.” One only.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Plan a complete investigation. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 6 Unit 12, topic 2; Next Generation Science Standards, science and engineering practices; Cambridge Lower Secondary Science, thinking and working scientifically; IB Primary Years Programme, how we express ourselves. These sources informed the lesson.