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You are on page 1of 6

2:50_________ Year: _7_____

Learning Area: _Science____

Topic: _Introduction to Graphs_

Curriculum content description: (from ACARA)

Construct and use a range of representations, including graphs, keys and models to represent

and analysepatterns or relationships in data using digital technologies as

appropriate(ACSIS129)

(Outline what the students already know about this topic)

The students have been introduced to graphing in Year 6 for Science and

also Mathematics. Some of the students have also been exposed to the topic

during transition classes between Primary School and the start of Secondary

School.

Many of the students would have completed prior science experiments

where they would have included graphing to complete this work.

Learning purpose:

description here)

Learning objectives:

Evaluation:

students will be able to:

objective have been achieved / monitor

student learning)

1. Students will be expected to

at the completion of the lesson specific,

concise and attainable objectives)

draw graphs and

2. Be able to interpret the results shown

on the graph and

3. Be able to make valid conclusions

based on the graph.

on graphing.

2. Students will need to complete

tests, assessments and exams

that will test their knowledge

on how to draw and interpret

graphs.

(Detail what resources will be used and what other preparation of the learning environment

will be required)

Writing tools

Science notebooks (to refer to previous notes)

Colour pencils

Ruler

Teacher will prepare

A copy of the worksheet for each student

PDF version of the worksheet to display on screen.

Whiteboard markers to draw up graphs for students

educational/resource adjustments)

abilities. I will also go through the answers as a class to ensure that students

are not left behind in their understanding.

Students that finish the worksheet quicker can continue working through the

remaining questions.

With this lesson I will try to include all students by promoting a positive and

safe environment for them to participate.

Throughout the lesson I will aim to get all students involved by picking out

names of students to answer the questions. I will also get students to come

up to the board to assist me with drawing up the graph.

I will walk around the room while the students complete the worksheet

questions to ensure that all students are understanding the concepts. This

will give me an awareness of the students who may need more assistance or

encouragement.

If students finish one question they are free to move onto the next question.

Once the worksheet has been completed they can move on to textbook

questions about graphing where they can complete slightly harder graphs.

Learning Experiences:

1. Introduction:

5mins

5mins

about the recent discovery of gravitational waves that Einstein

predicted 100 years ago. Discuss how due to lack of technological

advances it could not be proven at the time but has been proven

now.

Introduce the graphing exercise. Ask the students who has done

graphs before and find out from general discussions what they

remember about graphing so I can determine what speed I can

present the material and identify which students will need

additional support.

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will

the students be involved in to help achieve the learning objectives?)

students will work through. My aim at the moment is not to finish

this worksheet today but look at finishing 2 exercises since I would

prefer to take time to ensure that students have understood the

concepts and have adequate time to think about the process

involved. If students are understanding the concepts and getting

the exercises completed correctly we can then work on the third

exercise. Students who finish early can proceed with the third

exercise and we can go through the answers on Monday in the next

lesson.

20mins

graphing in the sequence below:

Aim: The aim of graphs are to represent the results in the

form of a table from our experiment

Axes: Axes are what two variables we are looking at in the

experiment.

X-axis: Horizontal axis which is always the independent

variable

Y-axis: Vertical axis which is always the dependent variable.

When you write Y the stick points down showing the direction

of the Y-axis.

Label your axes and remember to include any units

Decide what type of graph you are going to do.

Bar graph: to display categorical variables (categories or

groups)

20mins

numbers.

Scale: Work out your scales for each axis. Look at the table

and work out your maximum and minimum values. Scales

need to be continuous.

Number or label your axes once you have worked out your

range needed.

Plot the points on the graph and draw line of best fit if line

graph.

Draw in each bar if the graph is a bar graph and colour in if

time permits.

the students a minute to write down what they think is the correct

answer and then draw on the whiteboard the right answers so they

can see if they were right or not. Ask the students to raise their

hands if they had a different answer and are not sure why they

were incorrect.

Question: Based on the first exercise can you explain to me what

the difference between categorical and continuous data is?

10mins

through it on their own before I start showing them the right

answers. Walk around the room to make sure that the students are

understanding the work.

Question: In this example we drew a line graph. How did we know

to draw a line graph and not a bar graph?

3. Lesson conclusion: (How will you summarise the learning and relate it

to the lesson objectives?)

5 mins

In the last 5 minutes go through the answers with the students. Get

the students to answer questions related to the exercise and write

these answers on the board so students can check their own work

and correct the answers in their books if needed. Briefly explain

how we will do further exercises in the next lesson for them to

practice more. Ask the students to hang onto the worksheets so we

can stick them in their books for revision for tests and exams.

Lesson Evaluation:

(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

The lesson did not run as smoothly as I expected. This lesson was the last

lesson of the day on Friday so the students were generally restless and it

was very hard to get their attention. The end result of this was that we only

covered the introduction to graphing and the first question before it was the

end of the class.

The main issue that I had was getting the attention of the class when I

wanted to go through the question with the students. There was a lot of

chatting and even the 3.2.1 countdown didnt get their attention. I had

to threaten the students with finishing off the work at lunch time next week

for them to finally but still very slowly pay attention. I found that I was

essentially yelling for most of this class but still the students at the back of

the room and to the side of the room away from where I was primarily

standing mentioned that they had trouble hearing what I was saying.

The lesson itself was structured okay. I explained how to do graphing in a lot

of detail so that students werent so familiar with graphing could catch up to

students who had done a lot more graphing. I felt that my instructions were

adequate since most of the class could get through exercise 1 without too

much assistance.

I structured the lesson around the students having a decent go themselves

before I wrote up the answers on the board and discussed the answers with

the students. On reflection I might have given the class too much time to

work out their own answers since we didnt complete exercise 2 as planned.

There were students who very quickly finished exercise 1 so I got them

started on exercise 2 and even exercise 3 in one case.

I will be teaching this same lesson to another Year 7 class on Monday so I will

aim to speed up the lesson so we at least get Exercise 2 completed.

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