Wyland Oyama

Learning Cycle Lesson Plan

10/27/2015
Variables
Content Topics: Variables
Target Grade Level: 7th grade
Specific Subject: Nature of Science
Standard: Identify test variables (independent variables) and outcome variables
(dependent variables) in an experiment. (SC.7.N.1.4)
Objectives:
1. Students will be able to define, in their own words, independent and
dependent variables (SC.7.N.1.4)
2. Students will be able to identify controlled, independent and dependent
variables (SC.7.N.1.4)
3. Students will be able to come up with their own experiment using
independent and dependent variables (SC.7.N.1.4)
Materials:
N/A
Procedure:
Exploration
Initial Conceptions
1- Introduction: (15 minutes)
On the white board that is easily viewed by the entire class, write down
this bell ringer activity: What do you think is the fastest way to cool down
a soda can from room temperature?
Instruct the students to come in and quietly and work individually on
todays bell ringer activity.
Give the students 5 minutes to come up with a potential solution
individually. Have them write down their predictions in their bell ringer
workbook.
After 5 minutes ask the students to share their predictions with their
table-mates. Pick one student at each table that will go first; have the
students rotate clockwise, alternating which student will share. Ask one

student from each table to record a list of their predictions, 1 being the
most effective and so on.
After 5 minutes of discussion. Alternate from table to table asking the
recorder students to share the tables predictions. Make a collective class
list using the whiteboard (do not worry about taking an order for what the
class thinks would be most effective. Use the students lists so that if their
top idea was already shared, they can then share their next prediction
down). Take around 5-7 possible predictions.

Cognitive Dissonance
2- Opinion Discussion: (10 minutes)
Ask individual students which method they think will work the best. Have
them explain what their reasoning is for picking that method.
Ask the students, Can we correctly determine what the best method is
using only our gut reactions? (Answer: no) Why not? (Answer: there is no
evidence, its only opinion)
Tell the students The only way for us to determine which method will
actually cool a soda can the fastest is to conduct an experiment using
variables. We can use our data we collect during the experiment to back
up our reasoning and provide evidence for anyone who may not believe
us. That way we take our opinion out of the equation and only use
information that we can repeat through experimentation. Most
importantly, we want our experiment to be represented through different
testable variables
Concept Introduction
3- Identifying Variables: (30 minutes)
Define variable by writing this definition on the whiteboard: A variable is
an object, event, idea, feeling, time period, or any other type of category
that exists in different amounts.
Ask what some of the variables could be in this experiment (Answers:
temperature, time, method) Provide other examples of similar types of
experiments like how the temperature of a soda affects the taste or what
sodas cool down the fastest. Repeat the question asking what the new
variables may be (Answer: taste stats over a large group, brand of soda)
Continue with an explanation of a dependent variable. Write on the
whiteboard, A dependent variable is what you measure in the experiment
and what is affected during the experiment.
Ask the students what they are trying to measure in the experiment.
(Answer: how fast a soda can gets cold from room temperature) Ask the
students what kinds of measurement they would need to verify that the
can is getting cold from room temperature. (Answer: degrees Celsius for
temperature and time in minutes) Ask, Why would we use Celsius instead

of Fahrenheit? (Answer: science uses the metric system) Why?

(Answer: so that scientists everyone can use the same system without
having to convert anything, which could lead to mistakes) So why are we
using minutes instead of hours or seconds? (Answer: we want to see how
fast a can will cool down. An hour might be too long to see the change and
seconds may be too fast and throw off our data)
Have the class come to a consensus of how they want to test the
dependent variable. It may be something like take the temperature of the
soda inside one can every 15, 20 or 30 minutes over 2 hours. They may
want to see how fast a can of soda gets to 10c by taking the temperature
of the soda inside one can every 10 minutes. Just make sure the students
all agree.
Say, So there are certain expectations in our experiment that we have
already decided. Can I change the dependent variable for each method of
cooling? (Answer: no) Why? (Answer: the data wouldnt match up) If for
one method I take the temperature every 10 minutes, and for another
method I take the temperature every 7 minutes, would the data match
up? (Answer: no) What if I told you that each type of soda gets cold at a
different rate and we used Dr. Pepper for one method and Coke for
another, would we get accurate data? (Answer: no) Would it affect our
data if some cans were at room temperature but others started a little
warmer than room temperature? (Answer: yes) So what do we need to do
to make sure our data is completely accurate? (Answer: we can only have
one changing variable) Things like the brand of coke or how long we wait
before measuring the temperature must remain constant. We call these
controlled variables. Every possible variable that may affect the
dependent variable must be the same for each method. The only variable
that we want to affect the dependent variable is called the independent
variable.
Write the definition of an independent variable on the whiteboard: An
independent variable is what we choose to manipulate in an experiment.
It is what we want to affect the dependent variable.
Say, There is a simple phrase that will help clarify what category the
variables fall in. Write on the whiteboard, (Independent variable) causes
a change in (Dependent Variable) and it isn't possible that (Dependent
Variable) could cause a change in (Independent Variable).
Ask the students what the independent variable is in the experiment.
(Answer: how we try to cool the soda can) Ask the students what the
dependent variable is. (Answer: how fast a can of soda cools)
Explain, In this case, (the way we cool a can of soda) causes a change in
(how fast the can will cool) and it isnt possible that (how fast a can will
cool) could cause a change in (the way we cool a can of soda). Weve
identified the independent and dependent variables, so everything else
not in this key phrase needs to be controlled.

Ask the students if there other variables they may need to be controlled.
Answers may vary. (e.g.- Put the can in an iceberg <it would take extra
time to freeze the can into an iceberg> Bury the can in the ground < it
would take extra time to dig the hole and cover the can back up, plus you
would have to dig it up again>) Ask the students if it matters to test the
same can after it had been opened. (Answer: yes. Air getting into the can
may change the data) Use the possibility that different brands of soda cool
at different rates. Ask the students how this can be controlled (Answer:
use the same brand of soda)
4- Review Questions: (10 minutes)
Define in your own words:
Variable (Answer: A variable is an object, event, idea, feeling, time
period, or any other type of category that exists in different
amounts)
Dependent Variable (Answer: A dependent variable is what you
measure in the experiment and what is affected during the
experiment)
Controlled Variable (Answer: Variables that a scientist wants to
remain constant, and must observe carefully)
Independent Variable (Answer: An independent variable is what we
choose to manipulate in an experiment. It is what we want to affect
the dependent variable)
Provide an example experiment and have students identify the
dependent, independent, and controlled variable. (e.g.- How does the
amount of water affect plant growth <D-plant height, I-amount of water,
C-soil, light, temp> How does the amount of sleep affect focus <D-test
scores, I-hours of sleep, C- bed, focus test, physical activity>)
Have students put the example experiments into the key phrase:
(Independent variable) causes a change in (Dependent Variable) and it
isn't possible that (Dependent Variable) could cause a change in
(Independent Variable).
Concept Application
5- Formulate an Experiment: (10 minutes)
Have students get into groups of 4. They will be working in collaboration
on this assignment.
Ask students to come up with a testable question that they can build an
experiment around. (e.g.- What light wattage promotes the most plant
growth, Which brand of shoes provides the most traction on slippery
surfaces, which battery brand lasts the longest)
Have the students identify the dependent and at least three independent
variables. For the dependent variable, they must have a means of
measuring the data (distance in meters, temperature in C, time in
seconds/minutes/hours/days) Ask them to write the independent and

dependent variables down in the key phrase: (Independent variable)

causes a change in (Dependent Variable) and it isn't possible that
(Dependent Variable) could cause a change in (Independent Variable).
Ask the students to make a list of at least 5 controlled variables they will
need to observe.
6- Class Sharing: (20 minutes)
All groups will be required to share their experiment ideas without giving
away the variables they decided upon. (e.g.- We want to test which
battery lasts the longest between Duracell, Energizer, and a generic offbrand)
The class will have to identify the types of variables to be validated by the
group presenting. The teacher should only be there to correct any
remaining misconceptions or inaccuracies. (e.g. - D-how long the battery
lasts in hours, I-type of battery, C-what is using the battery, location,
brand new batteries.)
The class will then have an opportunity to add any necessary controlled
variables to the experiment that the group missed or note other
independent variables.

Assessment:

1.

2.

For objective 1, students will receive the following terms to define on a test:
Variable
Dependent Variable
Controlled Variable
Independent Variable
For objective 2, students will receive test questions that specify an
experiment and will be asked to identify the dependent variable, 3
independent variables, and 3 controlled variables. Some specified
experiments may include:
How does the amount of water affect plant growth
How does the amount of sleep affect focus
What light wattage promotes the most plant growth
Which brand of shoes provides the most traction on slippery surfaces
Which battery brand lasts the longest
3. For objective 3, on a test in essay format, students will be asked to come up
with an experiment of their own and will be required to identify the
dependent variable, 3 independent variables, and 3 controlled variables.
Answers may vary

Sources:
http://www.cpalms.org/Public/PreviewStandard/Preview/1783
http://www2.lv.psu.edu/jxm57/irp/var.htm
https://nces.ed.gov/nceskids/help/user_guide/graph/variables.asp
https://www.ncsu.edu/labwrite/po/dependentvar.htm
http://www.sciencebuddies.org/science-fair-projects/project_variables.shtml