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. Isla tests which ball bounces highest. She drops one ball from 1 m and another from 2 m. What is wrong? (Nothing, it is fair / She should not measure the bounce / The drop height should be the same / She should use only one ball) → The drop height should be the samePrompt: What is she trying to compare?
  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 length of the strings / the note he hears) → how tight and thick the strings arePrompt: Tightness and thickness also change the note.
  3. Fair tests: which statement is true? (If a result surprises you, you should hide it. / A fair test means everyone gets a turn. / In a fair test you change only one thing. / You should change as many things as possible.) → 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: 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 / mass of the bob / length of the string / minutes of exercise) → mass of the bobPrompt: 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 the dependent variable (the one you measure)? (distance the car travels / the same car / height of the ramp / height of the cress) → distance the car travelsPrompt: 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 / heart rate (beats per minute) / time to fall / size of the parachute) → time to fallPrompt: 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 the independent variable (the one you change)? (height of the ramp / water temperature / the same floor surface / distance the car travels) → height of the rampPrompt: 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: How does the amount of light affect the growth of cress? Which is the dependent variable (the one you measure)?

    • A. brightness of the bulb
    • B. height of the cress
    • C. type of soil
    • D. amount of light

  2. Question 2

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

    • A. the same person
    • B. minutes of exercise
    • C. heart rate (beats per minute)
    • D. size of the parachute

  3. Question 3

    Investigation: How does exercise affect heart rate? Which is a control variable (one you keep the same)?

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

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

  5. Question 5

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

    • A. number of cells
    • B. brightness of the bulb
    • C. mass of the bob
    • D. length of wire

  6. Question 6

    Investigation: How does the amount of light affect the growth of cress? Which is a control variable (one you keep the same)?

    • A. type of soil
    • B. height of the cress
    • C. brightness of the bulb
    • D. amount of light

Free from eurekami.com

for the adult only

Answer key: Independent, dependent and control variables

  1. 1. B. height of the cress

  2. 2. B. minutes of exercise

  3. 3. A. type of exercise

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

  5. 5. A. number of cells

  6. 6. A. type of soil