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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. Leo tests which paper towel soaks up the most water. What should he change? (the size of the towel / the amount of water / the type of paper towel / the time he waits) → the type of paper towelPrompt: In a fair test you change only one thing: the thing you are testing.
  2. Which question can be answered with a fair test? (Does a heavier parachute fall faster? / Is a rainbow beautiful? / What is your favourite plant? / Who is the best scientist?) → 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. / Repeating a test helps you check your results. / A fair test means everyone gets a turn. / One try is always enough.) → 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 size of a parachute affect how long it takes to fall? Which is the independent variable (the one you change)? (time to fall / minutes of exercise / drop height / size of the parachute) → size of the parachutePrompt: 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 / mass of the bob / length of the string / distance the car travels) → 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 surface area of a puddle affect how fast it evaporates? Which is a control variable (one you keep the same)? (volume of water / time to fall / surface area of the water / time for the water to evaporate) → volume of waterPrompt: 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 / time to fall / drop height / distance the car travels) → 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 amount of light affect the growth of cress? Which is a control variable (one you keep the same)?

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

  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. length of wire
    • B. brightness of the bulb
    • C. heart rate (beats per minute)
    • D. number of cells

  3. Question 3

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

  4. Question 4

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

    • A. time to fall
    • B. heart rate (beats per minute)
    • C. type of exercise
    • D. minutes of exercise

  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. distance the car travels
    • D. height of the ramp

  6. Question 6

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

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

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Answer key: Independent, dependent and control variables

  1. 1. A. type of soil

  2. 2. B. brightness of the bulb

  3. 3. D. mass of the bob

  4. 4. C. type of exercise

  5. 5. C. distance the car travels

  6. 6. A. minutes of exercise