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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.
  1. A group measured the temperature rise in a reaction three times: 10, 9 and 13 °C. What is the mean? Give your answer to 1 decimal place. → 10.7 °CPrompt: Add the three readings.
  2. Distance from lamp (cm) → Bubbles from pondweed per minute 2 → 48 20 → 43 6 → 38 40 → 33 10 → 28 What happens to “Bubbles from pondweed per minute” as “Distance from lamp (cm)” increases? (it decreases / it increases / it goes up then down / it stays the same) → it decreasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
  3. A group measured the temperature rise in a reaction three times: 12, 11 and 13 °C. What is the mean? Give your answer to 1 decimal place. → 12 °CPrompt: 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.
  1. Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 4.5 2 → 9 3 → 13.5 4 → 18 5 → 22.5 Estimate the value at 0.5, assuming the pattern between neighbouring points is a straight line. → 2.25Prompt: 0.5 lies halfway between 0 and 1.
  2. Study: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 1 20 → 20 30 → 39 40 → 58 50 → 39 60 → 20 How does “Reaction rate (units/min)” change as “Temperature (°C)” increases? (It stays about the same. / It increases steadily. / It decreases steadily. / It increases to a maximum, then decreases.) → It increases to a maximum, then decreases.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.
  1. Study: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 0 20 → 20 30 → 40 40 → 60 50 → 40 60 → 20 How does “Reaction rate (units/min)” change as “Temperature (°C)” increases? (It decreases steadily. / It increases to a maximum, then decreases. / It increases steadily. / It stays about the same.) → It increases to a maximum, then decreases.Prompt: Read the second column from top to bottom.
  2. Study: Light and pondweed. Distance from lamp (cm) → Bubbles per minute 10 → 43 20 → 37 30 → 31 40 → 25 50 → 19 Estimate the value at 25, assuming the pattern between neighbouring points is a straight line. → 34Prompt: 25 lies halfway between 20 and 30.

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

eurekami

Interpreting data from tables and graphs

Name

Date

Score/ 6

  1. Question 1

    Study: Solubility of a salt in water. Temperature (°C) → Solubility (g per 100 g water) 0 → 12 20 → 20 40 → 28 60 → 36 80 → 44 How does “Solubility (g per 100 g water)” change as “Temperature (°C)” increases?

    • A. It stays about the same.
    • B. It increases steadily.
    • C. It increases to a maximum, then decreases.
    • D. It decreases steadily.

  2. Question 2

    Study: Light and pondweed. Distance from lamp (cm) → Bubbles per minute 10 → 58 20 → 52 30 → 46 40 → 40 50 → 34 Estimate the value at 15, assuming the pattern between neighbouring points is a straight line.

    Answer

  3. Question 3

    Study: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 0 20 → 20 30 → 40 40 → 60 50 → 40 60 → 20 At which value of “Temperature (°C)” was the lowest value recorded?

    • A. 10
    • B. 20
    • C. 30
    • D. 40

  4. Question 4

    Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 3 2 → 6 3 → 9 4 → 12 5 → 15 How does “Extension (cm)” change as “Force (N)” increases?

    • A. It stays about the same.
    • B. It increases to a maximum, then decreases.
    • C. It decreases steadily.
    • D. It increases steadily.

  5. Question 5

    Study: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 2 20 → 20 30 → 38 40 → 56 50 → 38 60 → 20 Estimate the value at 15, assuming the pattern between neighbouring points is a straight line.

    Answer

  6. Question 6

    Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 83 5 → 73 10 → 63 15 → 53 20 → 43 At which value of “Time (min)” was the highest value recorded?

    • A. 0
    • B. 5
    • C. 10
    • D. 20

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Answer key: Interpreting data from tables and graphs

  1. 1. B. It increases steadily.

  2. 2. 55

  3. 3. A. 10

  4. 4. D. It increases steadily.

  5. 5. 11

  6. 6. A. 0