Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

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? (Same light for every plant / More water for the plant in the light / Same plant type, same water, different amounts of light / Different plants, different water, different light) → 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 time each one takes to freeze / the volume of water in each cup / 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? (You should change as many things as possible. / If a result surprises you, you should hide it. / You should keep everything else the same. / A fair test means everyone gets a turn.) → You should keep everything else the same.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)? (mass of the bob / length of the string / minutes of exercise / time for one swing) → mass of the bobPrompt: 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)? (size of the parachute / mass hanging from it / time to fall / height of the cress) → time to fallPrompt: 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: How does exercise affect heart rate? Which is the independent variable (the one you change)? (height of the ramp / the same person / heart rate (beats per minute) / minutes of exercise) → minutes of exercisePrompt: 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 / brightness of the bulb / size of the parachute) → 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

eurekami

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. time to fall
    • B. brightness of the bulb
    • C. type of bulb
    • D. number of cells

  2. Question 2

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

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

  3. Question 3

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

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

  4. Question 4

    Investigation: How does exercise affect heart rate? Which is the dependent variable (the one you measure)?

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

  5. Question 5

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

    • A. number of cells
    • B. brightness of the bulb
    • C. time for the sugar to dissolve
    • D. type of bulb

  6. Question 6

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

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

Free from eurekami.com

for the adult only

Answer key: Independent, dependent and control variables

  1. 1. B. brightness of the bulb

  2. 2. C. volume of water

  3. 3. C. amount of light

  4. 4. C. heart rate (beats per minute)

  5. 5. D. type of bulb

  6. 6. D. size of the parachute