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Science lesson plan · 5th grade (Year 6 in England) · 30 minutes

Independent, dependent and control variables

Working scientifically

CCSS NGSS.SEP 3CCSS NGSS.MS-PS2-2England: KS2 Y5–Y6 Working scientificallyEngland: KS3 Working scientifically

Objective and success criteria

Students will: Independent, dependent and control variables.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Planning a fair test

Leads to: Drawing conclusions from evidence; Evaluating experiments (research summaries)

Materials: Simple equipment for a fair test, Results table template, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Planning a fair test). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Why is it a good idea to repeat a test several times? (Because the first try never counts / To change the answer / To make the test unfair / To check the results are reliable) → To check the results are reliablePrompt: What if one result was a mistake?
  2. Aisha measures how fast sugar dissolves in water at different temperatures. What does she measure? (the colour of the sugar / the time for the sugar to dissolve / the type of cup / the temperature of the water) → the time for the sugar to dissolvePrompt: She changes the temperature. What does she then look at?
  3. Fair tests: which statement is true? (You should change as many things as possible. / You should keep everything else the same. / A fair test means everyone gets a turn. / One try is always enough.) → You should keep everything else the same.Prompt: Think about what makes a test fair.

Hook · 3 min

  • Show a simple experiment with one thing changed and ask what makes it a fair test.
  • Share the objective: Independent, dependent and control variables. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Investigation: Does the surface area of a puddle affect how fast it evaporates? Which is the independent variable (the one you change)?
  • Step 1: Change: surface area of the water. Measure: time for the water to evaporate. Keep the same: volume of water, temperature of the room.
  • Step 2: So the answer is: surface area of the water
  • Answer: surface area of the water
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Investigation: Does the surface area of a puddle affect how fast it evaporates? Which is the independent variable (the one you change)? (surface area of the water / volume of water / size of the parachute / time for the water to evaporate) → surface area of the waterPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: How does exercise affect heart rate? Which is the dependent variable (the one you measure)? (time for the sugar to dissolve / type of exercise / minutes of exercise / heart rate (beats per minute)) → heart rate (beats per minute)Prompt: Independent variable: the one you change. Dependent variable: the one you measure.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Investigation: Does the number of cells (batteries) affect how bright a bulb is? Which is a control variable (one you keep the same)? (type of bulb / number of cells / time for one swing / brightness of the bulb) → type of bulbPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: Does the surface area of a puddle affect how fast it evaporates? Which is the independent variable (the one you change)? (surface area of the water / volume of water / minutes of exercise / time for the water to evaporate) → surface area of the waterPrompt: Independent variable: the one you change. Dependent variable: the one you measure.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Planning a fair test.
  • Use concrete materials: simple equipment for a fair test.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Drawing conclusions from evidence; Evaluating experiments (research summaries).
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.

Free lesson plan from eurekami.com/lesson-plan-builder

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Independent, dependent and control variables

Name

Date

Score/ 6

  1. Question 1

    Investigation: How does the height of a ramp affect how far a toy car travels? Which is the independent variable (the one you change)?

    • A. distance the car travels
    • B. minutes of exercise
    • C. the same car
    • D. height of the ramp

  2. Question 2

    Investigation: Does the surface area of a puddle affect how fast it evaporates? Which is a control variable (one you keep the same)?

    • A. volume of water
    • B. surface area of the water
    • C. time for one swing
    • D. time for the water to evaporate

  3. Question 3

    Investigation: How does the height of a ramp affect how far a toy car travels? Which is the dependent variable (the one you measure)?

    • A. distance the car travels
    • B. the same car
    • C. time for one swing
    • D. height of the ramp

  4. Question 4

    Investigation: How does exercise affect heart rate? Which is the independent variable (the one you change)?

    • A. heart rate (beats per minute)
    • B. minutes of exercise
    • C. amount of light
    • D. the same person

  5. Question 5

    Investigation: How does the amount of light affect the growth of cress? Which is the dependent variable (the one you measure)?

    • A. amount of water
    • B. amount of light
    • C. height of the cress
    • D. time to fall

  6. Question 6

    Investigation: How does exercise affect heart rate? Which is a control variable (one you keep the same)?

    • A. minutes of exercise
    • B. time for one swing
    • C. heart rate (beats per minute)
    • D. type of exercise

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Answer key: Independent, dependent and control variables

  1. 1. D. height of the ramp

  2. 2. A. volume of water

  3. 3. A. distance the car travels

  4. 4. B. minutes of exercise

  5. 5. C. height of the cress

  6. 6. D. type of exercise