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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. Why is it a good idea to repeat a test several times? (Because the first try never counts / To check the results are reliable / To change the answer / To make the test unfair) → To check the results are reliablePrompt: What if one result was a mistake?
  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 note he hears / the length of the strings) → 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. / You should change as many things as possible. / If a result surprises you, you should hide it. / 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)? (surface area of the water / temperature of the room / time for the water to evaporate / water temperature) → 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 the dependent variable (the one you measure)? (height of the ramp / distance the car travels / the same floor surface / time for the water to evaporate) → 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 surface area of a puddle affect how fast it evaporates? Which is a control variable (one you keep the same)? (volume of water / surface area of the water / time for the water to evaporate / time to fall) → volume of 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 the independent variable (the one you change)? (distance the car travels / height of the ramp / water temperature / the same floor surface) → 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

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Independent, dependent and control variables

Name

Date

Score/ 6

  1. Question 1

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

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

  2. Question 2

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

    • A. size of the parachute
    • B. time for one swing
    • C. drop height
    • D. time to fall

  3. Question 3

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

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

  4. Question 4

    Investigation: Does the temperature of water affect how quickly sugar dissolves? Which is a control variable (one you keep the same)?

    • A. heart rate (beats per minute)
    • B. volume of water
    • C. time for the sugar to dissolve
    • D. water temperature

  5. Question 5

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

    • A. brightness of the bulb
    • B. number of cells
    • C. distance the car travels
    • D. length of wire

  6. Question 6

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

    • A. size of the parachute
    • B. mass hanging from it
    • C. heart rate (beats per minute)
    • D. time to fall

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Answer key: Independent, dependent and control variables

  1. 1. A. type of exercise

  2. 2. D. time to fall

  3. 3. C. surface area of the water

  4. 4. B. volume of water

  5. 5. A. brightness of the bulb

  6. 6. B. mass hanging from it