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Science lesson plan · 5th grade (Year 6 in England) · 45 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 · 5 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. Why is it a good idea to repeat a test several times? (Because the first try never counts / To check the results are reliable / To change the answer / To make the test unfair) → To check the results are reliablePrompt: What if one result was a mistake?
  2. Which question can be answered with a fair test? (Who is the best scientist? / Is a rainbow beautiful? / Does a heavier parachute fall faster? / What is your favourite plant?) → Does a heavier parachute fall faster?Prompt: A fair test changes one thing and measures another.
  3. Fair tests: which statement is true? (A prediction says what you think will happen. / One try is always enough. / A fair test means everyone gets a turn. / If a result surprises you, you should hide it.) → A prediction says what you think will happen.Prompt: Think about what makes a test fair.

Hook · 5 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 · 10 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 · 10 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)? (minutes of exercise / length of wire / 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 size of a parachute affect how long it takes to fall? Which is the dependent variable (the one you measure)? (height of the cress / time to fall / drop height / size of the parachute) → time to fallPrompt: Independent variable: the one you change. Dependent variable: the one you measure.

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 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 independent variable (the one you change)? (mass of the bob / water temperature / time for the sugar to dissolve / mass of sugar) → water temperaturePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: How does exercise affect heart rate? Which is a control variable (one you keep the same)? (the same person / heart rate (beats per minute) / distance the car travels / minutes of exercise) → the same personPrompt: 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/ 8

  1. Question 1

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

    • A. drop height
    • B. size of the parachute
    • C. brightness of the bulb
    • D. time to fall

  2. Question 2

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

  3. Question 3

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

    • A. type of exercise
    • B. minutes of exercise
    • C. surface area of the water
    • D. heart rate (beats per minute)

  4. Question 4

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

    • A. water temperature
    • B. time for the sugar to dissolve
    • C. distance the car travels
    • D. mass of sugar

  5. Question 5

    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. starting angle
    • B. height of the ramp
    • C. time for one swing
    • D. mass of the bob

  6. Question 6

    Investigation: How does the mass of a pendulum bob affect the time of one swing? Which is the dependent variable (the one you measure)?

    • A. time for one swing
    • B. length of the string
    • C. time to fall
    • D. mass of the bob

  7. Question 7

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

    • A. distance the car travels
    • B. type of soil
    • C. height of the cress
    • D. amount of light

  8. Question 8

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

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Answer key: Independent, dependent and control variables

  1. 1. D. time to fall

  2. 2. C. type of bulb

  3. 3. B. minutes of exercise

  4. 4. D. mass of sugar

  5. 5. D. mass of the bob

  6. 6. A. time for one swing

  7. 7. B. type of soil

  8. 8. C. amount of light