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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? (To make the test unfair / To change the answer / To check the results are reliable / Because the first try never counts) → To check the results are reliablePrompt: What if one result was a mistake?
  2. Ben tests whether salt water or tap water freezes faster. Which must he keep the same? (the time each one takes to freeze / the volume of water in each cup / whether the water has salt / the type of water) → the volume of water in each cupPrompt: He is changing the type of water and measuring the time.
  3. Fair tests: which statement is true? (A fair test means everyone gets a turn. / In a fair test you change only one thing. / One try is always enough. / If a result surprises you, you should hide it.) → 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)? (mass of the bob / length of the string / height of the ramp / time for one swing) → mass of the bobPrompt: 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)? (surface area of the water / time to fall / time for the water to evaporate / temperature of the room) → 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 amount of light affect the growth of cress? Which is the dependent variable (the one you measure)? (amount of light / brightness of the bulb / height of the cress / type of soil) → height of the cressPrompt: 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 independent variable (the one you change)? (minutes of exercise / surface area of the water / time for the water to evaporate / volume of water) → surface area of the waterPrompt: 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 the height of a ramp affect how far a toy car travels? Which is the independent variable (the one you change)?

    • A. distance the car travels
    • B. number of cells
    • C. the same car
    • D. height of the ramp

  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. drop height
    • B. size of the parachute
    • C. brightness of the bulb
    • D. time to fall

  3. Question 3

    Investigation: Does the temperature of water affect how quickly sugar dissolves? Which is the dependent variable (the one you measure)?

    • A. volume of water
    • B. water temperature
    • C. time for one swing
    • D. time for the sugar to dissolve

  4. Question 4

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

    • A. time to fall
    • B. mass hanging from it
    • C. size of the parachute
    • D. amount of light

  5. Question 5

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

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

  6. Question 6

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

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

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Answer key: Independent, dependent and control variables

  1. 1. D. height of the ramp

  2. 2. A. drop height

  3. 3. D. time for the sugar to dissolve

  4. 4. C. size of the parachute

  5. 5. C. volume of water

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