Lesson Topic: Independent and Dependent Variables through plant growth.
Grade level: 6th
Length of lesson: 6 weeks
Stage 1 – Desired Results
Content Standard(s):
Students will understand the difference between independent and dependent
variables by applying them to an experiment in which they change an
essential factor (ex. Liquid, soil, pot).
Learning about plant growth
Understanding (s)/goals Essential Question(s):
Students will understand: What’s the difference between
How to apply variables to a science independent and dependent
equation. variables.
The process of plant growth How to measure growth using a
Using rulers to measure growth ruler.
Student objectives (outcomes):
Students will be able to:
Understand the two different variables in a scientific sense and apply it to an
experiment.
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:
Choose a variable to change when Students will work in pairs
planting a seed. (Water, soil, pot) Students will document growth and
whatever is not the independent noticeable observations within their
variable will stay the same as the plant.
rest of the class.
Measure plant growth daily
Stage 3 – Learning Plan
Learning Activities:
Pre-Assessment:
1. Have students get together in pairs
2. Through a power point, explain the cycle of plant growth
3. Give each pair of students a styrofoam pot, cup of water, small bag of
soil
4. Tell the students to discuss with their partner which of the three
factors of the experiment would they like to change for their
independent variable.
Procedure:
1. Once students have identified which factor of the experiment they are
altering, have them plant a bean seed and water it with either water or, if
they chose to change this variable, their alternative liquid. Then the teacher
will plant a bean as well, maintaining the three original factors with no
changes.
2. Over the course of the next few weeks have them document their plant’s
growth and describe any observations, have them sketch a drawing of their
plant. Students should also be comparing their plant to the non-altered
teacher’s plant.
3. At the six-week mark, have students identify whether they think the factor
they changed effected how their plant grew, and have them compare their
plants to the example plant and document similarities and differences.
Materials:
Notebook
Writing utensil
Styrofoam pots
Bags of soil
Water/water cups
Bean seeds
Ruler
Extensions & Enrichment:
Ask:
“What impact did your variable have on your plant”
“How does your plant compare to the one with the standard factors”
Differentiated Instruction:
Allow some students to work alone if they so please
Accommodations:
For a child who doesn’t have access to alternate materials at home, offer
them some options from the classroom.
For a child who is blind, have their partner describe to them the plant growth
and allow them to feel with their hands.
Technology: PowePoint
Sources: Previous teacher
Reflection following Teaching
