Hello, everyone.

My name is Mrs. Mehrin and I am so excited to be learning with you today.

You've made a great choice to learn all about different surfaces and learning how to plan a fair test investigation.

We are going to have a great time today.

Welcome to today's lesson from the unit, simple forces, including magnets.

This lesson is called different surfaces plan because by the end of the lesson, we will be able to plan for a fair test.

We are going to focus on exploring how to plan a fair test and what steps we need to complete and how we can represent our answers.

So your outcome today is to plan a fair test investigation to compare how things move on different surfaces.

Some of the learning could be brand new to you, but I am here to help you.

And I know that sometimes new learning can be a little bit challenging, but what's great is it means, we can really work hard together and learn lots of fabulous new things.

So to begin, we have got our key words for today's lesson, and I will be referring back to these throughout the whole video.

So the first word is surface.

The next word is rough.

We have smooth, fair test, and compare.

So the surface is the top or outside layer of something.

Rough surfaces are uneven or bumpy.

Smooth surfaces are even.

A fair test is where only one thing is changed, to see what effect that has on the results of the investigation.

We compare things by looking at what is the same and what is different.

So our lesson today is split into three sections.

We are going to be beginning with the first section, surfaces can be different.

A surface is the top layer or the outside of something.

For example, the surface of our body is skin.

The surface of this sofa is fabric.

And the surface of a tree trunk is bark.

What surfaces can you find? You might like to pause the video to see if you can go and find lots of different surfaces.

Fantastic.

Well done.

Surfaces can be natural or they can be made by people.

Let's have a look at a couple of examples together.

So we've got natural potato skins and we've got tiles which are made by people.

Surfaces can be different shapes.

So for example, a potato is round, but a tile is flat.

Let's have a look at a couple more examples together.

A flat tabletop or a round football.

Earth has different surfaces in different places.

For example, grass or rock or even snow.

Can you think of any more surfaces? So some surfaces are rough.

Remember, the word rough means uneven or bumpy.

So for example, sandpaper.

Some surfaces are smooth, so that's when the surface is even, for example, on stone steps.

They feel different when you touch them as well.

Can you find a smooth and a rough surface? If you need to pause the video so you can go and find an example, do that now.

Fantastic.

Well done.

So let's check our learning.

What is a surface? Is it A, the bottom layer of something? B, the middle layer or the inside of something? Or C, the top layer or the outside of something? Fantastic.

The answer is C, the top layer or outside of something.

Well, let's have a go at another question.

So true or false? All surfaces are made by people.

Is that true, or is that false? Fantastic, the answer is false.

Now let's see if you can put that into a sentence.

I think this because.

Is it A, the surfaces in school and at home came from a factory, or B, bark skin and orange peel are all natural surfaces? Fantastic.

Well done.

It is B, bark skin and orange peel are all natural surfaces.

So let's have a look at Task A.

Sam and Jacob are trying to decide what is a surface and what is not.

Sam says, "The peel of an apple is a surface because it is the outside layer.

And Jacob says, "The peel of an apple isn't a surface because it isn't flat." Who do you agree with, and why? Fantastic.

Well done.

The answer is Sam is correct because surfaces can be any shape.

The peel of an apple is a surface because it is the outside layer.

Fantastic.

Well done.

Now we're going to move on to the second part of our learning, which is scientists plan fair tests to answer questions.

Scientists plan different types of investigations to answer questions.

Jun says, "Does the type of cup affect how long my hot chocolate will stay warm?" And Jun has two types of cup.

He has a ceramic mug and a plastic cup.

Fair test investigations are used to compare two or more things.

There are lots of things that could be changed each time Jun does his fair test investigation.

Jun needs to change only one thing, and keep everything else the same, so he can compare the cups fairly.

Some of the things Jun could change, could be the type of cup, the amount of hot chocolate, whether the cup has a lid.

But for the test to be fair, the only thing that Jun should change is the type of cup.

Everything else must be kept the same each time he investigates.

Let's see if you can work out what the missing word should be in this sentence.

In a test investigation, only one thing should be changed in each test.

What do you think is the missing word? Well done.

The answer is, in a fair test investigation, only one thing should be changed in each test.

Let's have another look at Jun's question.

He asked, "Does the type of cup affect how long my hot chocolate will stay warm?" Which two things should Jun keep the same in his investigation? Should it be the amount of hot chocolate, the place he does the test, or the type of cup? Well done.

It's the amount of hot chocolates and the place he does the test.

Let's have a look at Task B.

So this is Laura.

And Laura wants to do a fair test investigation to find out which type of paper makes the best paper aeroplanes.

Her question is, "Does the type of paper affect how far the aeroplane flies?" First thing I'd like you to do is to make a list of the things she could change in this fair test investigation.

And then I'd like you to think really carefully, which of these things on your list should she change? Have a go now.

You may want to pause the video.

Fantastic.

Well done.

So your answer might include, the type of paper, the size of the paper, the way the paper is folded, the way the person throws the aeroplane.

The thing that you would change is the type of paper used.

Everything else must be kept the same each time an aeroplane is tested in order to make it a fair test.

So remember when we're doing a fair test, we can only change one thing.

Now we are on to the final part of our learning.

How do surfaces affect how things move? Things can move over surfaces.

For example, a toy car.

Toy cars can roll over surfaces.

Animals can walk over surfaces.

For example, a stick insect.

And water can run over surfaces, like water on a window.

I want you to think about this question.

Do you walk in the same way on sand and on ice? Well done.

Do you think the type of surface affects how things can move? Objects move differently over different surfaces.

For example, a car will move differently on a smooth tarmac road compared to on a rough stone track.

Some surfaces are easy to move over, but others can be really difficult.

A fair test investigation can be used to compare how things move on different surfaces.

So let's check our learning so far.

True or false? A fair test investigation could be used to compare how objects move over different surfaces.

Is that true or false? Fantastic.

It's true.

Let's see if we can put that into a sentence.

I think this because.

A, fair test investigations are used to group things.

Or B, fair test investigations are used to compare two or more things.

Fantastic.

It's B, fair test investigations are used to compare two or more things.

Well done.

You are doing so well.

So this is Izzy.

And Izzy wants to carry out a fair test investigation.

She wants to compare different surfaces and find out how surfaces affect how a marble moves.

Scientists make decisions about how to set up and carry out fair test investigations.

First, they need to decide what questions they want to answer.

Izzy is thinking like a scientist about what questions she could ask.

What could Izzy's question be? Have a think.

Fantastic.

Really great thinking.

Let's see what Izzy has chosen for her question.

Izzy says, "Does the surface a marble rolls on affect how far the marble moves?" Is your question similar or different to Izzy's? Brilliant.

Well done.

So let's check our learning.

Which of these questions about surfaces could you answer using a fair test investigation? Could you, A, see how far you can push a brick across different surfaces in 10 seconds? B, which is your favourite surface? Or C, how are different surfaces made? Fantastic.

It's A, how far can you push a brick across different surfaces in 10 seconds? Let's recap Izzy's question.

She said, "Does the surface and marble rolls on affect how far the marble moves?" You are going to plan Izzy's fair test investigation.

So you might use a ramp or a tube to launch the marble.

You'll also need a metre ruler, a marble, and a range of different surfaces.

The first thing I'd like you to do is to draw a labelled diagram to show how you would set it up and what you would do.

So I'd like you to pause the video here and have a go at doing that.

Fantastic.

Well done.

Now, the second part of our task today.

I'd like you to make a list of all the things that you could change in this fair test investigation.

So I'd like you to pause the video and make this list.

Fantastic.

Well done.

So remember, for this test to be fair, you can only change one of the things on your list.

I'd like you to think, which thing would you change? Brilliant.

Well done.

So let's have a recap of Izzy's question.

"Does the surface of marble rolls on affect how far a marble moves?" Have a look at this diagram below.

You may like to pause the video so you can compare it to how yours looks.

Fantastic.

Well done.

Now the second part of the activity, I asked you to make a list of all the things that you could change in this fair test investigation.

So you might have thought of these things and you may have thought of others.

You may have thought of the height of the ramp, the length of the ramp, the starting position of the marble, and the surface at the bottom of the ramp.

Now we need to think about, which things we're going to change? So Izzy has decided that the thing that she would like to change is the surface at the bottom of the ramp.

She said, "I will change the surface at the bottom of the ramp.

To make the test fair, I would keep everything else the same." So let's go over the summary of our learning today.

So the surface is the top layer or outside of something.

Things move differently on different surfaces.

Scientists can plan fair test investigations to compare two or more things.

In a fair test investigation, only one thing should be changed each time measurements are made.

Thank you so much for learning with me today.

I have really enjoyed our lesson on learning to plan a fair test investigation.

Thank you for your hard work and for your critical thinking.