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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. Isla tests which ball bounces highest. She drops one ball from 1 m and another from 2 m. What is wrong? (She should use only one ball / The drop height should be the same / She should not measure the bounce / Nothing, it is fair) → The drop height should be the samePrompt: What is she trying to compare?
  2. Which question can be answered with a fair test? (Who is the best scientist? / Does a heavier parachute fall faster? / What is your favourite plant? / Is a rainbow beautiful?) → Does a heavier parachute fall faster?Prompt: A fair test changes one thing and measures another.
  3. Fair tests: which statement is true? (You should change as many things as possible. / A prediction says what you think will happen. / If a result surprises you, you should hide it. / A fair test means everyone gets a turn.) → 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 mass of a pendulum bob affect the time of one swing? Which is the independent variable (the one you change)? (length of the string / amount of light / time for one swing / mass of the bob) → mass of the bobPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: How does exercise affect heart rate? Which is the dependent variable (the one you measure)? (the same person / distance the car travels / heart rate (beats per minute) / minutes of exercise) → heart rate (beats per minute)Prompt: 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 temperature of water affect how quickly sugar dissolves? Which is the dependent variable (the one you measure)? (time to fall / mass of sugar / time for the sugar to dissolve / water temperature) → time for the sugar to dissolvePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: How does the amount of light affect the growth of cress? Which is a control variable (one you keep the same)? (amount of light / time to fall / amount of water / height of the cress) → amount of 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 exercise affect heart rate? Which is the independent variable (the one you change)?

    • A. heart rate (beats per minute)
    • B. type of exercise
    • C. minutes of exercise
    • D. amount of light

  2. Question 2

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

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

  3. Question 3

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

    • A. heart rate (beats per minute)
    • B. amount of light
    • C. type of soil
    • D. height of the cress

  4. Question 4

    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. height of the ramp
    • C. type of soil
    • D. amount of light

  5. Question 5

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

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

  6. Question 6

    Investigation: How does the amount of light affect the growth of cress? Which is a control variable (one you keep the same)?

    • A. height of the cress
    • B. time for the sugar to dissolve
    • C. amount of light
    • D. type of soil

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Answer key: Independent, dependent and control variables

  1. 1. C. minutes of exercise

  2. 2. C. volume of water

  3. 3. D. height of the cress

  4. 4. D. amount of light

  5. 5. B. type of exercise

  6. 6. D. type of soil