Science lesson plan · 5th grade (Year 6 in England) · 60 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 · 6 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.
- Mateo wants to know if plants grow better with more light. Which plan is fair? (Same plant type, same water, different amounts of light / Same light for every plant / Different plants, different water, different 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.
- Omar tests how the length of a guitar string changes its note. He uses strings of different lengths. What else should stay the same? (the length of the strings / nothing else matters / the note he hears / how tight and thick the strings are) → how tight and thick the strings arePrompt: Tightness and thickness also change the note.
- Fair tests: which statement is true? (If a result surprises you, you should hide it. / A prediction says what you think will happen. / You should change as many things as possible. / 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 · 6 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 · 12 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 · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Investigation: Does the size of a parachute affect how long it takes to fall? Which is the independent variable (the one you change)? (size of the parachute / height of the ramp / time to fall / mass hanging from it) → size of the parachutePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
- Investigation: How does exercise affect heart rate? Which is the dependent variable (the one you measure)? (height of the cress / type of exercise / minutes of exercise / heart rate (beats per minute)) → heart rate (beats per minute)Prompt: Independent variable: the one you change. Dependent variable: the one you measure.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Investigation: How does the amount of light affect the growth of cress? Which is the dependent variable (the one you measure)? (height of the cress / brightness of the bulb / amount of light / amount of water) → height of the cressPrompt: Independent variable: the one you change. Dependent variable: the one you measure.
- Investigation: Does the number of cells (batteries) affect how bright a bulb is? Which is a control variable (one you keep the same)? (number of cells / heart rate (beats per minute) / length of wire / brightness of the bulb) → length of wirePrompt: 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