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Fair testing (age 8+)

PROCEDURAL
Science›Scientific Inquiry|Ages 8—11|ID: mt_eoPcc4nrBE

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved

Mastery Evidence

  • Plan a fair test of a prototype with clearly identified variables to control
  • Carry out the test and identify failure points or weaknesses in the design
  • Propose specific improvements based on test results and retest

Assessment Prompt

“When [child] builds and tests a prototype, can they run a fair test, find what didn't work, and figure out how to make it better?”

Curriculum Standards1 alignment

3-5-ETS1-3Next Generation Science Standards (NGSS) K-5codes only
Standard code — full text not included in this dataset.

Prerequisites1

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  • Comparing Possible Solutions hard

    Must compare solutions before planning fair tests to improve prototypes

    • Simple Design Problems hard

      Must define a design problem before generating and comparing multiple solutions

      • Comparing Design Solutions hard

        Must analyse simple design comparisons before formally defining design problems with criteria/constraints

        • Modelling with Sketches hard

          Must create models before comparing test results of two designs

          • Asking scientific questions hard

            Must ask questions about problems before modelling design solutions

            • Asking Questions soft

              Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening

              • Question Words hard

                Generating effective questions requires knowledge of question words (who, what, where, when, why, how)

              • Listening and responding hard

                Listening and responding needed before asking questions

              • Exploring Ideas Through Talk soft

                Related speaking skill supports this topic

                • Feeling of not understanding soft

                  Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register

                  • Asking for Help hard

                    Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Observation vs Interpretation soft

              Asking good scientific questions requires noticing the distinction between observation and interpretation — a question like 'why did this happen?' only makes sense once you've separated what you saw from what you inferred

              • Feeling of not understanding soft

                Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning

                • Asking for Help hard

                  Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Feeling of not understanding soft

              Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand

              • Asking for Help hard

                Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Persisting When It's Hard soft

              Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating

        • Recording Data hard

          Must gather/record data before analysing data from design tests

          • Simple tests and experiments hard

            Must perform tests before learning to gather and record data

            • Observing with simple equipment hard

              Must observe closely before performing simple tests

              • Asking scientific questions hard

                Must ask questions before learning to observe closely

                • Asking Questions soft

                  Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening

                  • Question Words hard

                    Generating effective questions requires knowledge of question words (who, what, where, when, why, how)

                  • Listening and responding hard

                    Listening and responding needed before asking questions

                  • Exploring Ideas Through Talk soft

                    Related speaking skill supports this topic

                    • Feeling of not understanding soft

                      Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register

                      • Asking for Help hard

                        Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

                • Observation vs Interpretation soft

                  Asking good scientific questions requires noticing the distinction between observation and interpretation — a question like 'why did this happen?' only makes sense once you've separated what you saw from what you inferred

                  • Feeling of not understanding soft

                    Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning

                    • Asking for Help hard

                      Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

                • Feeling of not understanding soft

                  Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand

                  • Asking for Help hard

                    Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

                • Persisting When It's Hard soft

                  Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating

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