Making Sense of Results

Overview

In this lesson (lesson 4 of 10) students learn to interpret and analyse data from a recent investigation and explain what the results mean. They also practise presenting findings using simple graphs and charts.

Learning intentions

• Students will interpret data from their own investigation and identify patterns and trends.
• Students will compare results and describe relationships between variables (where appropriate).
• Students will represent data visually using tables, column graphs, and simple line graphs.
• Students will communicate findings clearly using scientific language and evidence.

Success criteria

• I can read a graph or chart and describe what the data shows in my own words.
• I can group, organise, and display data accurately in a suitable graph.
• I can explain possible reasons for patterns using evidence from the data.
• I can choose an appropriate visual representation for my data and justify why it fits.

Curriculum links

• Science inquiry skills: collecting, representing, and interpreting data; evaluating evidence.
• Science knowledge: using data to support explanations about relationships in scientific investigations.
• Literacy in science: using scientific language to describe observations and findings.
• Numeracy: using tables/graphs to display and interpret measurements and counts.

Lesson structure (60 minutes)

1. 0–5 min | Quick recap and purpose

• Teacher revisits the investigation aim from lessons 1–3 and reminds students that today they will “make sense” of the results.
• Students briefly share one key question they were testing or one variable they measured/changed.

2. 5–12 min | Data sorting and meaning

• Students in groups receive their class data set or dataset cards (counts, measurements, or categories).
• They sort results into organised lists (e.g., by trial number, by category, or by increasing value) and note any obvious patterns.

3. 12–20 min | Mini-lesson: choosing a graph

• Teacher models two or three quick examples:
• Column graphs for counts or categories.
• Line graphs for measurements across ordered steps (such as time or different settings).
• Students decide which graph best matches a sample dataset and explain their choice.

4. 20–32 min | Guided graphing (hands-on)

• Students create their own visual representation in books or on provided graph paper: choose one graph and include a title, axis labels, and units (where relevant).
• Teacher circulates with targeted prompts:
• “What does each point/bar represent?”
• “Is the scale consistent and easy to read?”
• “Are there outliers or unusual results—what might explain them?”

5. 32–42 min | Interpreting results using sentence frames

• Students write 3–4 evidence-based statements using frames such as:
• “The graph shows that…”
• “When we changed/compared ___, the results ___.”
• “A pattern appears because…”
• “One result that stands out is…”
• Year 4 focus: describing what changed and basic trends.
• Year 5 focus: comparing two conditions and identifying relationships.
• Year 6 focus: linking patterns to evidence and considering reliability (e.g., repeated trials).

6. 42–54 min | Small-group analysis and peer check

• Groups swap graphs with another group and complete a quick “read and check”:
• Can the partner explain what the graph shows?
• Are labels and units correct?
• Does the graph match the type of data collected?
• Students record one “glow” (what’s strong) and one “grow” (what to improve).

7. 54–60 min | Exit ticket: one claim, one evidence

• Individually students answer:
• “My main finding is…”
• “This is supported by…” (refer to a bar/point/trend from their graph).
• Teacher checks for understanding and misconceptions before the next lesson.

Resources

• Students’ investigation data (class table, trial results, or dataset cards)
• Graph paper or printed blank graphs (column and line)
• Rulers, colouring pencils, markers
• Teacher sample graphs (clear, large, with axis examples)
• Sentence frames for interpreting data
• Science notebooks or worksheets
• Timer for group tasks
• Optional: digital spreadsheet access (only if the school routinely uses it)

Assessment

• Formative: observation during graphing and interpretation prompts.
• Exit ticket: “main finding” supported by evidence from the graph.
• Peer check: accuracy of labels/units and ability to interpret the visual representation.

Differentiation

• Support:
• Provide partially completed tables (e.g., frequency counts filled in).
• Offer sentence frames and word banks (trend, pattern, highest, lowest, increases, decreases).
• Use teacher/TA group conferencing for students needing help with scales and axes.
• Extension:
• Ask students to identify an outlier and propose a plausible explanation.
• Challenge students to choose between two graph types and justify the better option.
• For Year 6, include reliability language: “Results are supported by repeated trials” or “More trials could confirm…”
• EAL/SEN:
• Reduce writing load by allowing key statements with prompts, then full sentences for selected students.
• Use visual modelling (teacher shows how to read the graph step-by-step).
• Provide vocabulary supports for direction words and comparisons.
• Year-level adjustments:
• Year 4: focus on describing data and simple patterns.
• Year 5: include comparing two sets of results.
• Year 6: add evidence-based explanations and reliability considerations.