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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? (the type of surface / how far the car rolls / the height of the ramp / nothing) → the height of the rampPrompt: Only the surface 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 fair test means everyone gets a turn. / You should change as many things as possible. / A prediction says what you think will happen. / 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: 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 / number of cells / the same floor surface) → height of the rampPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: Does the number of cells (batteries) affect how bright a bulb is? Which is the dependent variable (the one you measure)? (type of bulb / number of cells / time for the water to evaporate / brightness of the bulb) → brightness of the bulbPrompt: 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 number of cells (batteries) affect how bright a bulb is? Which is the independent variable (the one you change)? (number of cells / brightness of the bulb / type of bulb / minutes of exercise) → number of cellsPrompt: 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 a control variable (one you keep the same)? (the same floor surface / height of the cress / distance the car travels / height of the ramp) → the same floor surfacePrompt: 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 number of cells (batteries) affect how bright a bulb is? Which is the dependent variable (the one you measure)?

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

  2. Question 2

    Investigation: How does the amount of light affect the growth of cress? Which is the independent variable (the one you change)?

    • A. height of the cress
    • B. amount of water
    • C. size of the parachute
    • D. amount of light

  3. Question 3

    Investigation: How does the height of a ramp affect how far a toy car travels? Which is a control variable (one you keep the same)?

    • A. height of the ramp
    • B. time for the water to evaporate
    • C. the same floor surface
    • D. distance the car travels

  4. Question 4

    Investigation: How does the height of a ramp affect how far a toy car travels? Which is the dependent variable (the one you measure)?

    • A. heart rate (beats per minute)
    • B. height of the ramp
    • C. the same car
    • D. distance the car travels

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

  6. Question 6

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

    • A. temperature of the room
    • B. time for one swing
    • C. time for the water to evaporate
    • D. surface area of the water

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Answer key: Independent, dependent and control variables

  1. 1. C. brightness of the bulb

  2. 2. D. amount of light

  3. 3. C. the same floor surface

  4. 4. D. distance the car travels

  5. 5. B. number of cells

  6. 6. C. time for the water to evaporate