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Science lesson plan · 6th grade (Year 7 in England) · 60 minutes

Repeat readings, means and anomalies

Working scientifically

CCSS NGSS.SEP 5England: KS3 Working scientifically

Objective and success criteria

Students will: Repeat readings, means and anomalies.

  • 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

Leads to: Accuracy, precision, errors and significant figures; 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 · 6 min

  • Quick retrieval from earlier learning (Reading tables and line graphs). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Water temperature (°C) → Time to dissolve (s) 2 → 56 4 → 48 6 → 40 40 → 32 50 → 24 What happens to “Time to dissolve (s)” as “Water temperature (°C)” increases? (it increases / it goes up then down / it decreases / it stays the same) → it decreasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
  2. Water temperature (°C) → Time to dissolve (s) 10 → 33 10 → 30 30 → 27 8 → 24 50 → 21 What happens to “Time to dissolve (s)” as “Water temperature (°C)” 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?
  3. Water temperature (°C) → Time to dissolve (s) 5 → 55 4 → 49 30 → 43 8 → 37 10 → 31 What happens to “Time to dissolve (s)” as “Water temperature (°C)” 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?

Hook · 6 min

  • Show a simple experiment with one thing changed and ask what makes it a fair test.
  • Share the objective: Repeat readings, means and anomalies. Read the success criteria together.

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: A group measured a pulse rate after exercise three times: 103, 101 and 100 bpm. What is the mean? Give your answer to 1 decimal place.
  • Step 1: 103 + 101 + 100 = 304
  • Step 2: 304 ÷ 3 = 101.33
  • Step 3: So the answer is: 101.3 bpm
  • Answer: 101.3 bpm
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 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. A group measured a pulse rate after exercise three times: 114, 112 and 113 bpm. What is the mean? Give your answer to 1 decimal place. → 113 bpmPrompt: Add the three readings.
  2. Four repeat readings of how far a toy car travelled (cm): 81, 60, 62, 58. Which reading is anomalous (does not fit the pattern)? (81 / 60 / 58 / 62) → 81Prompt: Most of the readings are close together.

You do: independent practice · 17 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 · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Four repeat readings of how far a toy car travelled (cm): 67, 66, 93, 68. Which reading is anomalous (does not fit the pattern)? (93 / 68 / 67 / 66) → 93Prompt: Most of the readings are close together.
  2. Four repeat readings of the temperature rise in a reaction (°C): 24, 14, 17, 17. Leave out the anomalous reading and work out the mean of the rest, to 1 decimal place. → 16 °CPrompt: First find the reading that does not fit.

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: Accuracy, precision, errors and significant figures; 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-6.

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

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Repeat readings, means and anomalies

Name

Date

Score/ 8

  1. Question 1

    A group measured the temperature rise in a reaction three times: 9, 11 and 12 °C. What is the mean? Give your answer to 1 decimal place.

    Answer°C

  2. Question 2

    Four repeat readings of how far a toy car travelled (cm): 87, 85, 85, 117. Leave out the anomalous reading and work out the mean of the rest, to 1 decimal place.

    Answercm

  3. Question 3

    Four repeat readings of the time for a ball to roll down a ramp (s): 39, 25, 41, 38. Which reading is anomalous (does not fit the pattern)?

    • A. 25
    • B. 38
    • C. 39
    • D. 41

  4. Question 4

    A group measured how far a toy car travelled three times: 89, 90 and 90 cm. What is the mean? Give your answer to 1 decimal place.

    Answercm

  5. Question 5

    Four repeat readings of a pulse rate after exercise (bpm): 103, 105, 101, 141. Leave out the anomalous reading and work out the mean of the rest, to 1 decimal place.

    Answerbpm

  6. Question 6

    Four repeat readings of the time for a ball to roll down a ramp (s): 27, 14, 26, 26. Which reading is anomalous (does not fit the pattern)?

    • A. 14
    • B. 27
    • C. 26

  7. Question 7

    A group measured the temperature rise in a reaction three times: 19, 21 and 16 °C. What is the mean? Give your answer to 1 decimal place.

    Answer°C

  8. Question 8

    Four repeat readings of the time for a ball to roll down a ramp (s): 31, 33, 18, 32. Leave out the anomalous reading and work out the mean of the rest, to 1 decimal place.

    Answers

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Answer key: Repeat readings, means and anomalies

  1. 1. 10.7 °C

  2. 2. 85.7 cm

  3. 3. A. 25

  4. 4. 89.7 cm

  5. 5. 103 bpm

  6. 6. A. 14

  7. 7. 18.7 °C

  8. 8. 32 s