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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 height of the ramp / the type of surface / how far the car rolls / nothing) → the height of the rampPrompt: Only the surface should change.
  2. Ben tests whether salt water or tap water freezes faster. Which must he keep the same? (the type of water / whether the water has salt / the volume of water in each cup / the time each one takes to freeze) → 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? (You should change as many things as possible. / One try is always enough. / Repeating a test helps you check your results. / A fair test means everyone gets a turn.) → Repeating a test helps you check your results.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 number of cells (batteries) affect how bright a bulb is? Which is the independent variable (the one you change)? (type of bulb / number of cells / brightness of the bulb / water temperature) → number of cellsPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: How does the mass of a pendulum bob affect the time of one swing? Which is the dependent variable (the one you measure)? (starting angle / mass of the bob / time for one swing / height of the cress) → time for one swingPrompt: 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 a control variable (one you keep the same)? (time for the water to evaporate / size of the parachute / drop height / time to fall) → drop heightPrompt: 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 the dependent variable (the one you measure)? (time to fall / mass hanging from it / size of the parachute / brightness of the bulb) → time to fallPrompt: 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 mass of a pendulum bob affect the time of one swing? Which is the independent variable (the one you change)?

    • A. surface area of the water
    • B. time for one swing
    • C. length of the string
    • D. mass of the bob

  2. Question 2

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

    • A. time for the water to evaporate
    • B. brightness of the bulb
    • C. length of wire
    • D. number of cells

  3. Question 3

    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. distance the car travels
    • D. time to fall

  4. Question 4

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

    • A. time to fall
    • B. mass hanging from it
    • C. time for the sugar to dissolve
    • D. size of the parachute

  5. Question 5

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

    • A. water temperature
    • B. distance the car travels
    • C. time for the sugar to dissolve
    • D. volume of water

  6. Question 6

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

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

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Answer key: Independent, dependent and control variables

  1. 1. D. mass of the bob

  2. 2. B. brightness of the bulb

  3. 3. A. drop height

  4. 4. A. time to fall

  5. 5. D. volume of water

  6. 6. D. water temperature