Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 10th grade (Year 11 in England) · 45 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 · 5 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 a pulse rate after exercise three times: 120, 121 and 117 bpm. What is the mean? Give your answer to 1 decimal place. → 119.3 bpmPrompt: Add the three readings.
  2. Number of cells → Bulb brightness (lux) 2 → 23 4 → 31 30 → 39 8 → 47 10 → 55 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?
  3. A group measured the time for a ball to roll down a ramp three times: 37, 35 and 35 s. What is the mean? Give your answer to 1 decimal place. → 35.7 sPrompt: Add the three readings.

Hook · 5 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 · 10 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 · 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. Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 83 5 → 73 10 → 63 15 → 53 20 → 43 Estimate the value at 7.5, assuming the pattern between neighbouring points is a straight line. → 68Prompt: 7.5 lies halfway between 5 and 10.
  2. Study: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 2 20 → 20 30 → 38 40 → 56 50 → 38 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.

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. Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 2 2 → 4 3 → 6 4 → 8 5 → 10 Estimate the value at 0.5, assuming the pattern between neighbouring points is a straight line. → 1Prompt: 0.5 lies halfway between 0 and 1.
  2. Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 87 5 → 77 10 → 67 15 → 57 20 → 47 At which value of “Time (min)” was the highest value recorded? (0 / 5 / 10 / 20) → 0Prompt: Find the largest number in the second column.

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/ 8

  1. Question 1

    Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 4 2 → 8 3 → 12 4 → 16 5 → 20 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.

  2. Question 2

    Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 5 2 → 10 3 → 15 4 → 20 5 → 25 At which value of “Force (N)” was the lowest value recorded?

    • A. 0
    • B. 2
    • C. 3
    • D. 5

  3. Question 3

    Study: Light and pondweed. Distance from lamp (cm) → Bubbles per minute 10 → 52 20 → 46 30 → 40 40 → 34 50 → 28 Estimate the value at 35, assuming the pattern between neighbouring points is a straight line.

    Answer

  4. Question 4

    Study: Light and pondweed. Distance from lamp (cm) → Bubbles per minute 10 → 58 20 → 52 30 → 46 40 → 40 50 → 34 How does “Bubbles per minute” change as “Distance from lamp (cm)” increases?

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

  5. Question 5

    Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 87 5 → 77 10 → 67 15 → 57 20 → 47 At which value of “Time (min)” was the lowest value recorded?

    • A. 5
    • B. 10
    • C. 15
    • D. 20

  6. Question 6

    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 1.5, assuming the pattern between neighbouring points is a straight line.

    Answer

  7. Question 7

    Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 83 5 → 73 10 → 63 15 → 53 20 → 43 How does “Temperature (°C)” change as “Time (min)” increases?

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

  8. Question 8

    Study: Light and pondweed. Distance from lamp (cm) → Bubbles per minute 10 → 40 20 → 34 30 → 28 40 → 22 50 → 16 At which value of “Distance from lamp (cm)” was the lowest value recorded?

    • A. 10
    • B. 20
    • C. 30
    • D. 50

Free from eurekami.com

for the adult only

Answer key: Interpreting data from tables and graphs

  1. 1. D. It increases steadily.

  2. 2. A. 0

  3. 3. 37

  4. 4. A. It decreases steadily.

  5. 5. D. 20

  6. 6. 6.75

  7. 7. B. It decreases steadily.

  8. 8. D. 50