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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. Priya tests which surface a toy car rolls furthest on. What must she keep the same? (the height of the ramp / the type of surface / nothing / how far the car rolls) → the height of the rampPrompt: Only the surface should change.
  2. Aisha measures how fast sugar dissolves in water at different temperatures. What does she measure? (the time for the sugar to dissolve / the type of cup / the colour of the sugar / 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? (A fair test means everyone gets a turn. / You should change as many things as possible. / You should keep everything else the same. / If a result surprises you, you should hide it.) → 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: How does exercise affect heart rate? Which is the independent variable (the one you change)? (minutes of exercise / water temperature / type of exercise / heart rate (beats per minute)) → minutes of exercisePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: Does the number of cells (batteries) affect how bright a bulb is? Which is the dependent variable (the one you measure)? (time for one swing / number of cells / brightness of the bulb / type of bulb) → brightness of the bulbPrompt: 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 dependent variable (the one you measure)? (drop height / size of the parachute / time to fall / time for the water to evaporate) → time to fallPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: How does the amount of light affect the growth of cress? Which is a control variable (one you keep the same)? (amount of water / distance the car travels / height of the cress / amount of light) → amount 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

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Independent, dependent and control variables

Name

Date

Score/ 6

  1. Question 1

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

    • A. time to fall
    • B. time for one swing
    • C. starting angle
    • D. mass of the bob

  2. Question 2

    Investigation: Does the size of a parachute affect how long it takes to fall? Which is the independent variable (the one you change)?

    • A. minutes of exercise
    • B. mass hanging from it
    • C. size of the parachute
    • D. time to fall

  3. Question 3

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

    • A. time for the water to evaporate
    • B. brightness of the bulb
    • C. number of cells
    • D. length of wire

  4. Question 4

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

    • A. brightness of the bulb
    • B. time for one swing
    • C. type of bulb
    • D. number of cells

  5. Question 5

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

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

  6. Question 6

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

    • A. minutes of exercise
    • B. time for the sugar to dissolve
    • C. heart rate (beats per minute)
    • D. type of exercise

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Answer key: Independent, dependent and control variables

  1. 1. C. starting angle

  2. 2. C. size of the parachute

  3. 3. B. brightness of the bulb

  4. 4. C. type of bulb

  5. 5. D. surface area of the water

  6. 6. C. heart rate (beats per minute)