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Science lesson plan · 5th grade (Year 6 in England) · 45 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 · 5 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 · 5 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 · 10 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 · 10 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. Distance from lamp (cm) → Bubbles from pondweed per minute 10 → 63 4 → 57 6 → 51 20 → 45 10 → 39 What happens to “Bubbles from pondweed per minute” as “Distance from lamp (cm)” increases? (it goes up then down / it increases / it decreases / it stays the same) → it decreasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
  2. Number of cells → Bulb brightness (lux) 2 → 30 10 → 36 15 → 42 20 → 48 50 → 54 What happens to “Bulb brightness (lux)” as “Number of cells” increases? (it goes up then down / it increases / it decreases / it stays the same) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 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) 5 → 23 4 → 28 30 → 33 20 → 38 10 → 43 What happens to “Bulb brightness (lux)” as “Number of cells” increases? (it goes up then down / it increases / it stays the same / it decreases) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
  2. Water temperature (°C) → Time to dissolve (s) 5 → 44 10 → 39 15 → 34 8 → 29 10 → 24 What happens to “Time to dissolve (s)” as “Water temperature (°C)” increases? (it goes up then down / it decreases / it stays the same / it increases) → it decreasesPrompt: 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/ 8

  1. Question 1

    A spring is stretched by adding weights. Number of weights → length (cm): 0 → 10 1 → 16 2 → 22 3 → 28 4 → 34 If the pattern continues, what length would 6 weights give, in cm?

    xy123456761218243036424854600(0, 10)(1, 16)(2, 22)(3, 28)(4, 34)

    Answercm

  2. Question 2

    Parachute area (cm²) → Time to fall (s) 2 → 34 20 → 42 15 → 50 8 → 58 50 → 66 What happens to “Time to fall (s)” as “Parachute area (cm²)” increases?

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

  3. Question 3

    A cup of hot water cools down. The results are: 0 min: 79 °C 2 min: 73 °C 4 min: 67 °C 6 min: 61 °C 8 min: 55 °C What was the temperature after 4 minutes, in °C?

    xy123456789101020304050607080901000(0, 79)(2, 73)(4, 67)(6, 61)(8, 55)

    Answer°C

  4. Question 4

    A spring is stretched by adding weights. Number of weights → length (cm): 0 → 10 1 → 17 2 → 24 3 → 31 4 → 38 If the pattern continues, what length would 6 weights give, in cm?

    xy123456761218243036424854600(0, 10)(1, 17)(2, 24)(3, 31)(4, 38)

    Answercm

  5. Question 5

    Ramp height (cm) → Distance travelled (cm) 5 → 27 20 → 34 6 → 41 8 → 48 10 → 55 What happens to “Distance travelled (cm)” as “Ramp height (cm)” increases?

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

  6. Question 6

    A cup of hot water cools down. The results are: 0 min: 70 °C 2 min: 66 °C 4 min: 62 °C 6 min: 58 °C 8 min: 54 °C What was the temperature after 8 minutes, in °C?

    xy123456789101020304050607080901000(0, 70)(2, 66)(4, 62)(6, 58)(8, 54)

    Answer°C

  7. Question 7

    A spring is stretched by adding weights. Number of weights → length (cm): 0 → 10 1 → 18 2 → 26 3 → 34 4 → 42 If the pattern continues, what length would 5 weights give, in cm?

    xy123456761218243036424854600(0, 10)(1, 18)(2, 26)(3, 34)(4, 42)

    Answercm

  8. Question 8

    Ramp height (cm) → Distance travelled (cm) 2 → 25 20 → 30 6 → 35 8 → 40 25 → 45 What happens to “Distance travelled (cm)” as “Ramp height (cm)” increases?

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

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Answer key: Reading tables and line graphs

  1. 1. 46 cm

  2. 2. B. it increases

  3. 3. 67 °C

  4. 4. 52 cm

  5. 5. D. it increases

  6. 6. 54 °C

  7. 7. 50 cm

  8. 8. C. it increases