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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. Isla tests which ball bounces highest. She drops one ball from 1 m and another from 2 m. What is wrong? (She should not measure the bounce / She should use only one ball / The drop height should be the same / Nothing, it is fair) → The drop height should be the samePrompt: What is she trying to compare?
  2. Ben tests whether salt water or tap water freezes faster. Which must he keep the same? (whether the water has salt / the type of water / the time each one takes to freeze / the volume of water in each cup) → the volume of water in each cupPrompt: He is changing the type of water and measuring the time.
  3. Fair tests: which statement is true? (You should change as many things as possible. / A fair test means everyone gets a turn. / One try is always enough. / A prediction says what you think will happen.) → 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 height of a ramp affect how far a toy car travels? Which is the independent variable (the one you change)? (height of the ramp / distance the car travels / minutes of exercise / the same car) → height of the rampPrompt: 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 the dependent variable (the one you measure)? (amount of water / heart rate (beats per minute) / amount of light / height of the cress) → height of the cressPrompt: 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 surface area of a puddle affect how fast it evaporates? Which is the independent variable (the one you change)? (volume of water / time for the water to evaporate / minutes of exercise / surface area of the water) → surface area of the waterPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: How does the height of a ramp affect how far a toy car travels? Which is a control variable (one you keep the same)? (height of the ramp / time for the sugar to dissolve / the same car / distance the car travels) → the same carPrompt: 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: 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. number of cells
    • C. height of the cress
    • D. length of wire

  2. Question 2

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

    • A. length of wire
    • B. brightness of the bulb
    • C. number of cells
    • D. surface area of the water

  3. Question 3

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

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

  4. Question 4

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

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

  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 light
    • B. heart rate (beats per minute)
    • C. type of soil
    • D. height of the cress

  6. Question 6

    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. length of the string
    • B. time for the water to evaporate
    • C. time for one swing
    • D. mass of the bob

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Answer key: Independent, dependent and control variables

  1. 1. D. length of wire

  2. 2. C. number of cells

  3. 3. D. heart rate (beats per minute)

  4. 4. A. surface area of the water

  5. 5. D. height of the cress

  6. 6. A. length of the string