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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. Mateo wants to know if plants grow better with more light. Which plan is fair? (More water for the plant in the light / Different plants, different water, different light / Same light for every plant / Same plant type, same water, different amounts of light) → Same plant type, same water, different amounts of lightPrompt: Only the thing being tested should change.
  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? (the length of the strings / the note he hears / how tight and thick the strings are / nothing else matters) → how tight and thick the strings arePrompt: Tightness and thickness also change the note.
  3. Fair tests: which statement is true? (One try is always enough. / A fair test means everyone gets a turn. / You should change as many things as possible. / In a fair test you change only one thing.) → In a fair test you change only one thing.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)? (volume of water / mass of the bob / time for the water to evaporate / surface area of the water) → surface area of the waterPrompt: 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)? (distance the car travels / volume of water / time for the water to evaporate / surface area of the water) → 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: How does the height of a ramp affect how far a toy car travels? Which is a control variable (one you keep the same)? (heart rate (beats per minute) / height of the ramp / distance the car travels / the same car) → the same carPrompt: 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 independent variable (the one you change)? (number of cells / length of wire / size of the parachute / brightness of the bulb) → number of cellsPrompt: 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 size of a parachute affect how long it takes to fall? Which is the dependent variable (the one you measure)?

    • A. mass hanging from it
    • B. size of the parachute
    • C. time to fall
    • D. time for one swing

  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. length of the string
    • B. mass of the bob
    • C. number of cells
    • D. time for one swing

  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. time to fall
    • B. type of bulb
    • C. brightness of the bulb
    • D. number of cells

  4. Question 4

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

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

  5. Question 5

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

    • A. type of exercise
    • B. mass of the bob
    • C. heart rate (beats per minute)
    • D. minutes of exercise

  6. Question 6

    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)?

    • A. the same floor surface
    • B. distance the car travels
    • C. time for the sugar to dissolve
    • D. height of the ramp

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Answer key: Independent, dependent and control variables

  1. 1. C. time to fall

  2. 2. B. mass of the bob

  3. 3. B. type of bulb

  4. 4. D. time for one swing

  5. 5. D. minutes of exercise

  6. 6. A. the same floor surface