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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.
  1. Priya tests which surface a toy car rolls furthest on. What must she keep the same? (the height of the ramp / how far the car rolls / nothing / the type of surface) → the height of the rampPrompt: Only the surface should change.
  2. Omar tests how the length of a guitar string changes its note. He uses strings of different lengths. What else should stay the same? (how tight and thick the strings are / the note he hears / nothing else matters / the length of the strings) → how tight and thick the strings arePrompt: Tightness and thickness also change the note.
  3. Fair tests: which statement is true? (One try is always enough. / A fair test means everyone gets a turn. / If a result surprises you, you should hide it. / Repeating a test helps you check your results.) → Repeating a test helps you check your results.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.
  1. Investigation: How does the height of a ramp affect how far a toy car travels? Which is the independent variable (the one you change)? (number of cells / the same floor surface / distance the car travels / height of the ramp) → height of the rampPrompt: 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)? (mass of the bob / time for one swing / brightness of the bulb / starting angle) → time for one swingPrompt: 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.
  1. Investigation: How does exercise affect heart rate? Which is a control variable (one you keep the same)? (time to fall / type of exercise / heart rate (beats per minute) / minutes of exercise) → type of exercisePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Investigation: Does the temperature of water affect how quickly sugar dissolves? Which is the dependent variable (the one you measure)? (mass of sugar / height of the cress / time for the sugar to dissolve / water temperature) → time for the sugar to dissolvePrompt: 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 number of cells (batteries) affect how bright a bulb is? Which is a control variable (one you keep the same)?

    • A. type of bulb
    • B. brightness of the bulb
    • C. distance the car travels
    • D. number of cells

  2. Question 2

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

  3. Question 3

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

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

  4. Question 4

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

    • A. amount of water
    • B. time for the sugar to dissolve
    • C. amount of light
    • D. height of the cress

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

  6. Question 6

    Investigation: Does the temperature of water affect how quickly sugar dissolves? Which is the dependent variable (the one you measure)?

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

  7. Question 7

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

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

  8. Question 8

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

    • A. heart rate (beats per minute)
    • B. minutes of exercise
    • C. the same person
    • D. amount of light

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Answer key: Independent, dependent and control variables

  1. 1. A. type of bulb

  2. 2. C. amount of light

  3. 3. C. time to fall

  4. 4. A. amount of water

  5. 5. A. mass of the bob

  6. 6. B. time for the sugar to dissolve

  7. 7. A. type of exercise

  8. 8. B. minutes of exercise