Measuring investigation inquiry

Overview

In this lesson, students build on prior learning in measuring mass and capacity by posing their own questions, planning a simple investigation, collecting data, and explaining what they found. They focus on fair testing, using appropriate measuring tools, and recording results clearly.

Learning intentions

• Students will pose questions about mass and capacity relationships that can be investigated.
• Students will predict outcomes using simple hypotheses.
• Students will design and conduct a fair test to compare measured mass or capacity.
• Students will record measurements and explain patterns using everyday language and simple reasoning.

Success criteria

• I can write a testable question about mass or capacity.
• I can plan a fair investigation (what I will change, keep the same, and measure).
• I can collect and record measurements accurately with units.
• I can explain whether my results match my hypothesis and describe what I noticed.

Curriculum links

• Measurement: using uniform units to measure mass and capacity and record results
• Data and representation: collecting data from investigations and using it to draw simple conclusions
• Scientific inquiry skills: forming predictions, planning investigations, and communicating findings

Lesson structure (45 minutes)

1. 0–5 min: Launch and reminder Teacher briefly revisits the unit focus: “Mass and capacity tell us how much.” Students discuss one prior investigation result (e.g., “bigger container didn’t always mean more capacity”). Clarify that today they will ask and test their own questions.

2. 5–12 min: Generate inquiry questions In pairs, students choose a stem from the board:

• “Does changing the shape affect capacity?”
• “Does container height always mean more capacity?”
• “Does heavier mass mean more ‘holds’ when liquids are poured?” (kept qualitative, not forced) Students refine their ideas into a question that can be measured. Teacher circulates, coaching students to make questions testable (e.g., “Which holds more when filled to the same level?”).

3. 12–20 min: Hypothesis and fair-test planning Students complete an “Investigation Planning Sheet”:

• Question
• Hypothesis (If…, then… because…)
• Variables: what they will change (shape/container type), what they will keep the same (same fill method, same measuring cup/spoon size, same starting conditions), and what they will measure (capacity in mL or mass in g). Teacher models fair testing with a quick example and checks each plan for clarity (one change only).

4. 20–33 min: Investigation setup and data collection Students conduct the investigation in groups of 2–4 using teacher-approved materials (e.g., containers of different shapes, measuring jug/cups, water/beads depending on the chosen method). They measure carefully, repeating if required by their plan. Students record:

• Tool used
• Trial counts (Trial 1, Trial 2)
• Measurements with units Teacher supports accuracy by reminding students to read at eye level and to record exact numbers.

5. 33–40 min: Organise results and compare Students create a simple results summary on the sheet:

• A comparison of the measured values (e.g., “Container A: 180 mL, Container B: 160 mL”).
• A statement about the pattern (“We noticed the taller container did not hold more.”). If a hypothesis is not supported, students explain what the data shows, not what they wished had happened.

6. 40–45 min: Share and reflect A few groups present their question, one key result, and whether it matched their hypothesis. Whole-class reflection: “What helped us make our test fair?” and “What would we do better next time?”

Resources

• Investigation Planning Sheets (question, hypothesis, fair-test variables, data table)
• Assorted containers (different shapes and heights; lids if relevant)
• Measuring jugs/cups and/or measuring cups; spoons for smaller volumes
• Water in a tray or larger container (or coloured water for visibility)
• Balance scales (optional if comparing mass) and small containers/bags for mass measurement
• Measuring tape or ruler (only if needed to compare height externally; not for capacity measurement)
• Paper towels, wipes, and a “tidy station”
• Teacher checklist for assessing planning and explanations

Assessment

• Collect planning sheets: quality of testable question, clear hypothesis, and fair-testing variables.
• Observe during measurement: correct use of units, careful recording, and tool handling.
• Use group sharing as a formative check: students explain results with reference to their data.

Differentiation

• Support:
• Provide sentence starters for questions and hypotheses.
• Offer a limited set of investigation choices (e.g., “Compare two containers with different shapes”).
• Give a partially filled fair-test table for students who need structure.
• Extension:
• Ask students to include a second factor (e.g., “Same shape, different size” or “Same height, different base width”) and ensure only one variable changes at a time.
• Require a second trial and prompt students to comment on consistency.
• EAL learners:
• Use visual variable icons (change = arrow, keep same = equals, measure = ruler/cup icon).
• Allow oral rehearsal before writing final sentences.
• SEN:
• Provide simplified data tables with larger spacing for numbers.
• Assign clear roles (measurer, recorder, helper) to reduce cognitive load.