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Science lesson plan · 5th grade (Year 6 in England) · 30 minutes

Reading tables and line graphs

Working scientifically

CCSS NGSS.SEP 4England: KS2 Y5–Y6 Working scientifically

Objective and success criteria

Students will: Reading tables and line 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 bar charts of results

Leads to: Repeat readings, means and anomalies; Drawing conclusions from evidence; Interpreting data from tables and graphs

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 bar charts of results). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.

Hook · 3 min

  • Show a simple experiment with one thing changed and ask what makes it a fair test.
  • Share the objective: Reading tables and line 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: Number of cells → Bulb brightness (lux) 5 → 30 4 → 36 30 → 42 20 → 48 50 → 54 What happens to “Bulb brightness (lux)” as “Number of cells” increases?
  • Step 1: The values go 30, 36, 42, 48, 54.
  • Step 2: So the answer is: it increases
  • Answer: it increases
  • 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. Parachute area (cm²) → Time to fall (s) 2 → 33 10 → 38 15 → 43 40 → 48 10 → 53 What happens to “Time to fall (s)” as “Parachute area (cm²)” increases? (it decreases / it stays the same / it increases / it goes up then down) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
  2. Distance from lamp (cm) → Bubbles from pondweed per minute 5 → 32 20 → 29 15 → 26 20 → 23 25 → 20 What happens to “Bubbles from pondweed per minute” as “Distance from lamp (cm)” increases? (it stays the same / it decreases / it increases / it goes up then down) → it decreasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?

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. Number of cells → Bulb brightness (lux) 10 → 34 10 → 37 15 → 40 8 → 43 50 → 46 What happens to “Bulb brightness (lux)” as “Number of cells” increases? (it increases / it stays the same / it decreases / it goes up then down) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
  2. Ramp height (cm) → Distance travelled (cm) 10 → 40 10 → 44 6 → 48 20 → 52 10 → 56 What happens to “Distance travelled (cm)” as “Ramp height (cm)” increases? (it stays the same / it goes up then down / it decreases / it increases) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?

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 bar charts of results.
  • 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: Repeat readings, means and anomalies; Drawing conclusions from evidence; Interpreting data from tables and graphs.
  • 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-5.

Free lesson plan from eurekami.com/lesson-plan-builder

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Reading tables and line graphs

Name

Date

Score/ 6

  1. Question 1

    A cup of hot water cools down. The results are: 0 min: 71 °C 2 min: 67 °C 4 min: 63 °C 6 min: 59 °C 8 min: 55 °C What was the temperature after 6 minutes, in °C?

    xy123456789101020304050607080901000(0, 71)(2, 67)(4, 63)(6, 59)(8, 55)

    Answer°C

  2. Question 2

    A spring is stretched by adding weights. Number of weights → length (cm): 0 → 10 1 → 13 2 → 16 3 → 19 4 → 22 If the pattern continues, what length would 5 weights give, in cm?

    xy12345676121824300(0, 10)(1, 13)(2, 16)(3, 19)(4, 22)

    Answercm

  3. Question 3

    Water temperature (°C) → Time to dissolve (s) 5 → 71 20 → 63 15 → 55 20 → 47 50 → 39 What happens to “Time to dissolve (s)” as “Water temperature (°C)” increases?

    • A. it decreases
    • B. it stays the same
    • C. it increases
    • D. it goes up then down

  4. Question 4

    A cup of hot water cools down. The results are: 0 min: 81 °C 2 min: 73 °C 4 min: 65 °C 6 min: 57 °C 8 min: 49 °C What was the temperature after 2 minutes, in °C?

    xy123456789101020304050607080901000(0, 81)(2, 73)(4, 65)(6, 57)(8, 49)

    Answer°C

  5. Question 5

    A spring is stretched by adding weights. Number of weights → length (cm): 0 → 10 1 → 14 2 → 18 3 → 22 4 → 26 If the pattern continues, what length would 5 weights give, in cm?

    xy12345674812162024283236400(0, 10)(1, 14)(2, 18)(3, 22)(4, 26)

    Answercm

  6. Question 6

    Parachute area (cm²) → Time to fall (s) 10 → 25 20 → 29 6 → 33 8 → 37 25 → 41 What happens to “Time to fall (s)” as “Parachute area (cm²)” increases?

    • A. it stays the same
    • B. it goes up then down
    • C. it decreases
    • D. it increases

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Answer key: Reading tables and line graphs

  1. 1. 59 °C

  2. 2. 25 cm

  3. 3. A. it decreases

  4. 4. 73 °C

  5. 5. 30 cm

  6. 6. D. it increases