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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: 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 · 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 the time for a ball to roll down a ramp three times: 23, 25 and 21 s. What is the mean? Give your answer to 1 decimal place. → 23 sPrompt: Add the three readings.
  2. Water temperature (°C) → Time to dissolve (s) 10 → 56 10 → 50 15 → 44 20 → 38 10 → 32 What happens to “Time to dissolve (s)” as “Water temperature (°C)” increases? (it increases / it goes up then down / it stays the same / it decreases) → 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: 37, 39 and 35 s. What is the mean? Give your answer to 1 decimal place. → 37 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) 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 · 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: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 1 20 → 20 30 → 39 40 → 58 50 → 39 60 → 20 Estimate the value at 35, assuming the pattern between neighbouring points is a straight line. → 48.5Prompt: 35 lies halfway between 30 and 40.
  2. Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 85 5 → 75 10 → 65 15 → 55 20 → 45 How does “Temperature (°C)” change as “Time (min)” increases? (It increases to a maximum, then decreases. / It decreases steadily. / It stays about the same. / It increases steadily.) → 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: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 3 20 → 20 30 → 37 40 → 54 50 → 37 60 → 20 Estimate the value at 15, assuming the pattern between neighbouring points is a straight line. → 11.5Prompt: 15 lies halfway between 10 and 20.
  2. Study: Solubility of a salt in water. Temperature (°C) → Solubility (g per 100 g water) 0 → 12 20 → 28 40 → 44 60 → 60 80 → 76 At which value of “Temperature (°C)” was the highest value recorded? (0 / 20 / 60 / 80) → 80Prompt: 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: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 0 20 → 20 30 → 41 40 → 62 50 → 41 60 → 20 At which value of “Temperature (°C)” was the highest value recorded?

    • A. 10
    • B. 40
    • C. 50
    • D. 60

  2. Question 2

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

  3. Question 3

    Study: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 3 20 → 20 30 → 37 40 → 54 50 → 37 60 → 20 Estimate the value at 45, assuming the pattern between neighbouring points is a straight line.

    Answer

  4. Question 4

    Study: Solubility of a salt in water. Temperature (°C) → Solubility (g per 100 g water) 0 → 12 20 → 28 40 → 44 60 → 60 80 → 76 At which value of “Temperature (°C)” was the lowest value recorded?

    • A. 0
    • B. 20
    • C. 40
    • D. 80

  5. Question 5

    Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 2.5 2 → 5 3 → 7.5 4 → 10 5 → 12.5 How does “Extension (cm)” change as “Force (N)” increases?

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

  6. Question 6

    Study: Light and pondweed. Distance from lamp (cm) → Bubbles per minute 10 → 40 20 → 34 30 → 28 40 → 22 50 → 16 Estimate the value at 15, assuming the pattern between neighbouring points is a straight line.

    Answer

  7. Question 7

    Study: Light and pondweed. Distance from lamp (cm) → Bubbles per minute 10 → 46 20 → 40 30 → 34 40 → 28 50 → 22 How does “Bubbles per minute” change as “Distance from lamp (cm)” increases?

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

  8. Question 8

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

    Answer

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Answer key: Interpreting data from tables and graphs

  1. 1. B. 40

  2. 2. C. It increases steadily.

  3. 3. 45.5

  4. 4. A. 0

  5. 5. A. It increases steadily.

  6. 6. 37

  7. 7. A. It decreases steadily.

  8. 8. 11.25