Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

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 check the results are reliable / To make the test unfair / To change the answer) → To check the results are reliablePrompt: What if one result was a mistake?
  2. Omar tests how the length of a guitar string changes its note. He uses strings of different lengths. What else should stay the same? (nothing else matters / how tight and thick the strings are / the note he hears / the length of the strings) → how tight and thick the strings arePrompt: Tightness and thickness also change the note.
  3. Fair tests: which statement is true? (A prediction says what you think will happen. / One try is always enough. / You should change as many things as possible. / If a result surprises you, you should hide it.) → A prediction says what you think will happen.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: How does the mass of a pendulum bob affect the time of one swing? Which is the independent variable (the one you change)? (time for one swing / size of the parachute / length of the string / mass of the bob) → mass of the bobPrompt: 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 dependent variable (the one you measure)? (surface area of the water / time for the sugar to dissolve / temperature of the room / time for the water to evaporate) → time for the water to evaporatePrompt: 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 size of a parachute affect how long it takes to fall? Which is the independent variable (the one you change)? (size of the parachute / mass hanging from it / mass of the bob / time to fall) → size of the parachutePrompt: 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 a control variable (one you keep the same)? (time for the water to evaporate / surface area of the water / volume of water / time for one swing) → volume of 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

eurekami

Independent, dependent and control variables

Name

Date

Score/ 6

  1. Question 1

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

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

  2. Question 2

    Investigation: How does the mass of a pendulum bob affect the time of one swing? Which is the independent variable (the one you change)?

    • A. surface area of the water
    • B. mass of the bob
    • C. time for one swing
    • D. length of the string

  3. Question 3

    Investigation: Does the number of cells (batteries) affect how bright a bulb is? Which is a control variable (one you keep the same)?

    • A. number of cells
    • B. length of wire
    • C. brightness of the bulb
    • D. heart rate (beats per minute)

  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. water temperature
    • D. the same person

  5. Question 5

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

    • A. surface area of the water
    • B. volume of water
    • C. heart rate (beats per minute)
    • D. time for the water to evaporate

  6. Question 6

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

    • A. time for the water to evaporate
    • B. type of soil
    • C. amount of light
    • D. height of the cress

Free from eurekami.com

for the adult only

Answer key: Independent, dependent and control variables

  1. 1. B. time for the water to evaporate

  2. 2. B. mass of the bob

  3. 3. B. length of wire

  4. 4. B. minutes of exercise

  5. 5. B. volume of water

  6. 6. D. height of the cress

Lesson plan | Eurekami