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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. Mateo wants to know if plants grow better with more light. Which plan is fair? (Different plants, different water, different light / Same light for every plant / Same plant type, same water, different amounts of light / More water for the plant in the light) → Same plant type, same water, different amounts of lightPrompt: Only the thing being tested should change.
  2. Which question can be answered with a fair test? (Who is the best scientist? / What is your favourite plant? / Is a rainbow beautiful? / Does a heavier parachute fall faster?) → 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: Does the number of cells (batteries) affect how bright a bulb is? Which is the independent variable (the one you change)? (type of bulb / height of the ramp / number of cells / brightness of the bulb) → number of cellsPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: Does the temperature of water affect how quickly sugar dissolves? Which is the dependent variable (the one you measure)? (water temperature / time for the sugar to dissolve / height of the cress / volume of water) → time for the sugar to dissolvePrompt: 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 a control variable (one you keep the same)? (time for the water to evaporate / time for the sugar to dissolve / mass of sugar / water temperature) → mass of sugarPrompt: 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 independent variable (the one you change)? (amount of light / number of cells / brightness of the bulb / type of bulb) → number of cellsPrompt: 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 independent variable (the one you change)?

    • A. type of bulb
    • B. brightness of the bulb
    • C. number of cells
    • D. surface area of the water

  2. Question 2

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

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

  3. Question 3

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

    • A. type of soil
    • B. brightness of the bulb
    • C. amount of light
    • D. height of the cress

  4. Question 4

    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. mass of the bob
    • C. height of the ramp
    • D. the same floor surface

  5. Question 5

    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. the same floor surface
    • C. height of the ramp
    • D. distance the car travels

  6. Question 6

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

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Answer key: Independent, dependent and control variables

  1. 1. C. number of cells

  2. 2. A. height of the cress

  3. 3. A. type of soil

  4. 4. C. height of the ramp

  5. 5. D. distance the car travels

  6. 6. C. the same floor surface