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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? (how far the car rolls / nothing / the type of surface / the height of the ramp) → the height of the rampPrompt: Only the surface should change.
  2. Which question can be answered with a fair test? (Is a rainbow beautiful? / Does a heavier parachute fall faster? / What is your favourite plant? / Who is the best scientist?) → Does a heavier parachute fall faster?Prompt: A fair test changes one thing and measures another.
  3. Fair tests: which statement is true? (You should keep everything else the same. / One try is always enough. / A fair test means everyone gets a turn. / You should change as many things as possible.) → 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 the mass of a pendulum bob affect the time of one swing? Which is the independent variable (the one you change)? (mass of the bob / starting angle / water temperature / time for one swing) → mass of the bobPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: Does the size of a parachute affect how long it takes to fall? Which is the dependent variable (the one you measure)? (size of the parachute / drop height / time to fall / brightness of the bulb) → time to fallPrompt: 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 the independent variable (the one you change)? (height of the ramp / distance the car travels / size of the parachute / the same floor surface) → height of the rampPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. 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)? (distance the car travels / starting angle / mass of the bob / time for one swing) → starting anglePrompt: 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 surface area of a puddle affect how fast it evaporates? Which is the dependent variable (the one you measure)?

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

  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. distance the car travels
    • C. surface area of the water
    • D. time for the water to evaporate

  3. Question 3

    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. height of the ramp
    • D. time for one swing

  4. Question 4

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

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

  5. Question 5

    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 one swing
    • C. heart rate (beats per minute)
    • D. mass of the bob

  6. Question 6

    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. temperature of the room
    • D. height of the ramp

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Answer key: Independent, dependent and control variables

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

  2. 2. A. volume of water

  3. 3. B. mass of the bob

  4. 4. D. time to fall

  5. 5. A. length of the string

  6. 6. A. surface area of the water