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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 / More water for the plant in the light / Same plant type, same water, different amounts of light / Same light for every plant) → Same plant type, same water, different amounts of lightPrompt: Only the thing being tested should change.
  2. Ben tests whether salt water or tap water freezes faster. Which must he keep the same? (the volume of water in each cup / the time each one takes to freeze / the type of water / whether the water has salt) → 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? (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. / 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 exercise affect heart rate? Which is the independent variable (the one you change)? (the same person / number of cells / minutes of exercise / heart rate (beats per minute)) → minutes of exercisePrompt: 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)? (time for one swing / length of the string / mass of the bob / time to fall) → 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 to fall / mass hanging from it / size of the parachute / heart rate (beats per minute)) → mass hanging from itPrompt: 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 the dependent variable (the one you measure)? (the same car / height of the ramp / distance the car travels / heart rate (beats per minute)) → distance the car travelsPrompt: 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 temperature of water affect how quickly sugar dissolves? Which is the dependent variable (the one you measure)?

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

  2. Question 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)?

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

  3. Question 3

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

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

  4. Question 4

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

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

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

  6. Question 6

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

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

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Answer key: Independent, dependent and control variables

  1. 1. C. time for the sugar to dissolve

  2. 2. B. the same car

  3. 3. B. size of the parachute

  4. 4. D. height of the cress

  5. 5. B. mass of sugar

  6. 6. D. surface area of the water