Science lesson plan · 10th grade (Year 11 in England) · 30 minutes
Interpreting data from tables and graphs
Working scientifically
CCSS NGSS.SEP 4CCSS NGSS.SEP 5England: KS4 Working scientifically
Objective and success criteria
Students will: Interpreting data from tables and graphs.
- 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: Reading tables and line graphs; Repeat readings, means and anomalies
Leads to: Analyse climate data: COâ‚‚ records and temperature trends
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 · 4 min
- Quick retrieval from earlier learning (Reading tables and line graphs; Repeat readings, means and anomalies). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- A group measured how far a toy car travelled three times: 71, 72 and 68 cm. What is the mean? Give your answer to 1 decimal place. → 70.3 cmPrompt: Add the three readings.
- Parachute area (cm²) → Time to fall (s) 5 → 24 10 → 31 15 → 38 40 → 45 10 → 52 What happens to “Time to fall (s)” as “Parachute area (cm²)” increases? (it goes up then down / it stays the same / it decreases / it increases) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
- A group measured a pulse rate after exercise three times: 118, 119 and 115 bpm. What is the mean? Give your answer to 1 decimal place. → 117.3 bpmPrompt: Add the three readings.
Hook · 3 min
- Show a simple experiment with one thing changed and ask what makes it a fair test.
- Share the objective: Interpreting data from tables and graphs. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 83 5 → 73 10 → 63 15 → 53 20 → 43 Estimate the value at 17.5, assuming the pattern between neighbouring points is a straight line.
- Step 1: (53 + 43) Ă· 2 = 48
- Step 2: So the answer is: 48
- Answer: 48
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Study: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 0 20 → 20 30 → 42 40 → 64 50 → 42 60 → 20 Estimate the value at 45, assuming the pattern between neighbouring points is a straight line. → 53Prompt: 45 lies halfway between 40 and 50.
- Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 5 2 → 10 3 → 15 4 → 20 5 → 25 How does “Extension (cm)” change as “Force (N)” increases? (It increases steadily. / It stays about the same. / It decreases steadily. / It increases to a maximum, then decreases.) → It increases steadily.Prompt: Read the second column from top to bottom.
You do: independent practice · 7 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 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 2 2 → 4 3 → 6 4 → 8 5 → 10 At which value of “Force (N)” was the lowest value recorded? (0 / 2 / 3 / 4) → 0Prompt: Find the smallest number in the second column.
- Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 2.5 2 → 5 3 → 7.5 4 → 10 5 → 12.5 Estimate the value at 4.5, assuming the pattern between neighbouring points is a straight line. → 11.25Prompt: 4.5 lies halfway between 4 and 5.
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: Reading tables and line graphs.
- 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: Analyse climate data: COâ‚‚ records and temperature trends.
- 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-10.
Free lesson plan from eurekami.com/lesson-plan-builder