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Science lesson plan · 10th grade (Year 11 in England) · 60 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: CO₂ 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 · 6 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: 105, 102 and 103 bpm. What is the mean? Give your answer to 1 decimal place. → 103.3 bpmPrompt: Add the three readings.
  2. Ramp height (cm) → Distance travelled (cm) 10 → 34 4 → 40 15 → 46 40 → 52 50 → 58 What happens to “Distance travelled (cm)” as “Ramp height (cm)” increases? (it stays the same / it increases / it goes up then down / 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: 25, 25 and 26 s. What is the mean? Give your answer to 1 decimal place. → 25.3 sPrompt: Add the three readings.

Hook · 6 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 · 12 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) ÷ 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 · 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. Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 82 5 → 72 10 → 62 15 → 52 20 → 42 Estimate the value at 7.5, assuming the pattern between neighbouring points is a straight line. → 67Prompt: 7.5 lies halfway between 5 and 10.
  2. Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 84 5 → 74 10 → 64 15 → 54 20 → 44 How does “Temperature (°C)” change as “Time (min)” increases? (It stays about the same. / It decreases steadily. / It increases steadily. / It increases to a maximum, then decreases.) → It decreases steadily.Prompt: Read the second column from top to bottom.

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. Study: Light and pondweed. Distance from lamp (cm) → Bubbles per minute 10 → 49 20 → 43 30 → 37 40 → 31 50 → 25 Estimate the value at 45, assuming the pattern between neighbouring points is a straight line. → 28Prompt: 45 lies halfway between 40 and 50.
  2. Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 4 2 → 8 3 → 12 4 → 16 5 → 20 At which value of “Force (N)” was the lowest value recorded? (0 / 1 / 4 / 5) → 0Prompt: Find the smallest 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: CO₂ 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: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 0 20 → 20 30 → 43 40 → 66 50 → 43 60 → 20 Estimate the value at 35, assuming the pattern between neighbouring points is a straight line.

    Answer

  2. Question 2

    Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 83 5 → 73 10 → 63 15 → 53 20 → 43 At which value of “Time (min)” was the highest value recorded?

    • A. 0
    • B. 5
    • C. 10
    • D. 15

  3. Question 3

    Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 3 2 → 6 3 → 9 4 → 12 5 → 15 How does “Extension (cm)” change as “Force (N)” increases?

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

  4. Question 4

    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 Estimate the value at 30, assuming the pattern between neighbouring points is a straight line.

    Answer

  5. Question 5

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

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

  6. Question 6

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

  7. Question 7

    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

  8. Question 8

    Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 84 5 → 74 10 → 64 15 → 54 20 → 44 At which value of “Time (min)” was the highest value recorded?

    • A. 0
    • B. 5
    • C. 10
    • D. 15

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Answer key: Interpreting data from tables and graphs

  1. 1. 54.5

  2. 2. A. 0

  3. 3. B. It increases steadily.

  4. 4. 18

  5. 5. A. 10

  6. 6. A. It increases steadily.

  7. 7. 9

  8. 8. A. 0