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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 the temperature rise in a reaction three times: 18, 16 and 16 °C. What is the mean? Give your answer to 1 decimal place. → 16.7 °CPrompt: Add the three readings.
  2. Distance from lamp (cm) → Bubbles from pondweed per minute 5 → 43 10 → 40 6 → 37 8 → 34 25 → 31 What happens to “Bubbles from pondweed per minute” as “Distance from lamp (cm)” increases? (it stays the same / it increases / it decreases / it goes up then down) → it decreasesPrompt: 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: 33, 36 and 31 s. What is the mean? Give your answer to 1 decimal place. → 33.3 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: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 5 2 → 10 3 → 15 4 → 20 5 → 25 Estimate the value at 0.5, assuming the pattern between neighbouring points is a straight line. → 2.5Prompt: 0.5 lies halfway between 0 and 1.
  2. Study: Solubility of a salt in water. Temperature (°C) → Solubility (g per 100 g water) 0 → 12 20 → 18 40 → 24 60 → 30 80 → 36 How does “Solubility (g per 100 g water)” change as “Temperature (°C)” increases? (It increases steadily. / It decreases steadily. / It increases to a maximum, then decreases. / It stays about the same.) → It increases steadily.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: Solubility of a salt in water. Temperature (°C) → Solubility (g per 100 g water) 0 → 12 20 → 16 40 → 20 60 → 24 80 → 28 At which value of “Temperature (°C)” was the lowest value recorded? (0 / 20 / 60 / 80) → 0Prompt: Find the smallest number in the second column.
  2. Study: Light and pondweed. Distance from lamp (cm) → Bubbles per minute 10 → 49 20 → 43 30 → 37 40 → 31 50 → 25 How does “Bubbles per minute” change as “Distance from lamp (cm)” increases? (It increases steadily. / It increases to a maximum, then decreases. / It decreases steadily. / It stays about the same.) → It decreases steadily.Prompt: Read the second column from top to bottom.

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

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Interpreting data from tables and graphs

Name

Date

Score/ 8

  1. Question 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 4.5, assuming the pattern between neighbouring points is a straight line.

    Answer

  2. Question 2

    Study: Solubility of a salt in water. Temperature (°C) → Solubility (g per 100 g water) 0 → 12 20 → 26 40 → 40 60 → 54 80 → 68 At which value of “Temperature (°C)” was the lowest value recorded?

    • A. 0
    • B. 20
    • C. 60
    • D. 80

  3. Question 3

    Study: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 3 20 → 20 30 → 37 40 → 54 50 → 37 60 → 20 How does “Reaction rate (units/min)” change as “Temperature (°C)” increases?

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

  4. Question 4

    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

  5. Question 5

    Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 88 5 → 78 10 → 68 15 → 58 20 → 48 At which value of “Time (min)” was the lowest value recorded?

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

  6. Question 6

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

  7. Question 7

    Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 87 5 → 77 10 → 67 15 → 57 20 → 47 Estimate the value at 7.5, assuming the pattern between neighbouring points is a straight line.

    Answer

  8. Question 8

    Study: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 0 20 → 20 30 → 43 40 → 66 50 → 43 60 → 20 At which value of “Temperature (°C)” was the lowest value recorded?

    • A. 10
    • B. 30
    • C. 40
    • D. 60

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Answer key: Interpreting data from tables and graphs

  1. 1. 9

  2. 2. A. 0

  3. 3. D. It increases to a maximum, then decreases.

  4. 4. 11

  5. 5. D. 20

  6. 6. B. It decreases steadily.

  7. 7. 72

  8. 8. A. 10