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. Mateo wants to know if plants grow better with more light. Which plan is fair? (Different plants, different water, different light / More water for the plant in the light / Same plant type, same water, different amounts of light / Same light for every plant) → Same plant type, same water, different amounts of lightPrompt: Only the thing being tested should change.
  2. Aisha measures how fast sugar dissolves in water at different temperatures. What does she measure? (the time for the sugar to dissolve / the type of cup / the temperature of the water / the colour of the sugar) → the time for the sugar to dissolvePrompt: She changes the temperature. What does she then look at?
  3. Fair tests: which statement is true? (A prediction says what you think will happen. / A fair test means everyone gets a turn. / You should change as many things as possible. / One try is always enough.) → 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: Does the temperature of water affect how quickly sugar dissolves? Which is the independent variable (the one you change)? (time for the sugar to dissolve / mass of sugar / water temperature / minutes of exercise) → water temperaturePrompt: 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)? (time for one swing / the same floor surface / height of the ramp / distance the car travels) → 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: How does the height of a ramp affect how far a toy car travels? Which is the dependent variable (the one you measure)? (the same floor surface / height of the ramp / time for the water to evaporate / distance the car travels) → distance the car travelsPrompt: 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 a control variable (one you keep the same)? (drop height / brightness of the bulb / size of the parachute / time to fall) → drop heightPrompt: 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 exercise affect heart rate? Which is the independent variable (the one you change)?

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

  2. Question 2

    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. heart rate (beats per minute)
    • B. time to fall
    • C. size of the parachute
    • D. drop height

  3. Question 3

    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. time for the water to evaporate
    • C. volume of water
    • D. surface area of the water

  4. Question 4

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

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

  6. Question 6

    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. time for one swing
    • B. length of the string
    • C. height of the cress
    • D. mass of the bob

Free from eurekami.com

for the adult only

Answer key: Independent, dependent and control variables

  1. 1. C. minutes of exercise

  2. 2. D. drop height

  3. 3. B. time for the water to evaporate

  4. 4. C. mass of the bob

  5. 5. D. length of the string

  6. 6. A. time for one swing