You will learn
- Define independent and dependent variables.
- Identify both in an investigation.
- Place them in a table.
- Place them on graph axes.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- The independent variable is changed.
- The dependent variable is measured.
- The independent variable goes on the x-axis.
- The dependent variable goes on the y-axis.
Words to know
something that can change
what we deliberately change
what we measure
a line on a graph
1. Discover: The plant growth test
Nana gives bean seedlings 0, 5, 10 and 15 ml of water daily and measures their height after a week. “The amount of water is what I change,” she says. “The height is what I measure.”
Think: Which is her independent and which her dependent variable?
2. Understand: Variables
Idea 1: Independent
The independent variable is the one you deliberately change, such as the amount of water.
Idea 2: Dependent
The dependent variable is the one you measure to see what happened, such as plant height. It depends on the independent variable.
Idea 3: Graphs
Put the independent variable on the horizontal axis (x) and the dependent variable on the vertical axis (y). In a table, the independent variable is usually the first column.
3. Worked examples
Example 1 (I show you): Identify
- What is changed?
- What is measured?
- Label.
Answer: Change = independent.
Example 2 (We do it together): Place
Table.
- Independent first.
- Dependent second.
- Units.
Answer: Two columns.
Example 3 (You try): Graph
Axes.
Show the steps and answer
- x for independent.
- y for dependent.
- Label both.
Answer: Correct axes.
Did you know?
The words “independent” and “dependent” just tell us which variable we control and which depends on it.
Why this matters
Knowing the variables makes investigations clear and graphs correct.
4. Explore: Ramp roll
Change the height of a ramp using books and measure how far a toy car rolls past the end, recording each result in a table.
- Set the ramp.
- Change the height.
- Measure distance.
- Record in a table.
Think about it: what did you notice?
What did you notice? Higher ramps gave longer rolls.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ is something that can change.
- The ___ variable is deliberately changed.
- The ___ variable is measured.
- An ___ is a line on a graph.
Guided practice
Question 1. What is a variable?
Changeable.
Question 2. What is independent?
Changed.
Question 3. What is dependent?
Measured.
Independent practice
Level 1: Start
- What is a variable?
- What is independent?
- What is dependent?
- Which goes on x?
- Which goes on y?
Level 2: Grow
- Why dependent?
- Why label axes?
- Why a table?
Level 3: Stretch
- Run the ramp.
- Draw axes.
- Explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Identify both variables in the ramp investigation and explain.
Show a sample answer
Use the words.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Measured.
Fix: Changed.
8. Lesson summary and revision card
- I can define independent and dependent variables.
- I can identify both in an investigation.
- I can place them in a table.
- I can place them on graph axes.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- The independent variable is changed.
- The dependent variable is measured.
- The independent variable goes on the x-axis.
- The dependent variable goes on the y-axis.
11. Next lesson
Next lesson: Controlled variables. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define independent and dependent variable. [2 marks]
- Identify both in a ball-bounce test where drop height is changed. [3 marks]
- Describe how to label a graph. [3 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Independent [1]; dependent [1]; reasons [1]
- x-axis [1]; y-axis [1]; units [1]
- Any [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a variable?
- What is independent?
- What is dependent?
- Which goes on x?
- Which goes on y?
- Why dependent?
- Why label axes?
- Why a table?
- Run the ramp.
- Draw axes.
Homework
Name the two variables in a test you could do at home.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a variable? | Changeable. | 1 |
| 2. What is independent? | Changed. | 1 |
| 3. What is dependent? | Measured. | 1 |
| 4. Which goes on x? | Independent. | 1 |
| 5. Which goes on y? | Dependent. | 1 |
| 6. Why dependent? | Depends on change. | 1 |
| 7. Why label axes? | Clear. | 1 |
| 8. Why a table? | Organise. | 1 |
| 9. Run the ramp. | Table. | 1 |
| 10. Draw axes. | Graph. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Changeable.; 2 Changed.; 3 Measured.; 4 Independent.; 5 Dependent.. Level 2: 1 Depends on change.; 2 Clear.; 3 Organise.. Level 3: 1 Table.; 2 Graph.; 3 Sentence..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define independent and dependent variables | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Identify both in an investigation | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Place them in a table | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Place them on graph axes | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “The dependent variable is changed on purpose.” Measured.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Identify variables and set out results.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child identifies variables. You do not need to be an expert to help.
- Ask “What are we changing?”
- Ask “What are we measuring?”
- Use a ruler.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define independent and dependent variables; identify both in an investigation; place them in a table; place them on graph axes.
Prerequisite knowledge. Grade 5 ideas: fair tests, repeating measurements, recording data and drawing conclusions.
Materials. Ramp, books, toy car, ruler. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Set up ramps.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Roll a car down a ramp and ask, “What could we change?”
Explanation (10 min). Teach variables.
Guided activity (10 min). Learners test.
Independent activity (10 min). Learners graph.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What did you change? What did you measure?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “The dependent variable is changed on purpose.” Measured.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Identify variables and set out results. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 6 Unit 1, topic 3; Next Generation Science Standards, science and engineering practices; Cambridge Lower Secondary Science, thinking and working scientifically; IB Primary Years Programme, how we express ourselves and how the world works. These sources informed the lesson.