Year 5 Science · Working scientifically: planning and reporting · Lesson 1.3

Year 5 Science: Recording data and drawing graphs

Part of the Year 5 Science working scientifically: planning and reporting chapter. Chapter overview · whole chapter on one page

1.3

Recording data and drawing graphs

Year 5
WS3: record data and results of increasing complexity using diagrams, labels, classification keys, tables, scatter graphs, bar and line graphs

Story. Class 5 test toy cars on five ramp heights. Mr Patel says: “Your results need a clear table, and a graph that someone else can read without asking you what it means.”

Results are recorded in a table with a heading for each column, and the units in the heading, such as cm or ml.

Choose the right kind of graph for your data:

a bar chart for separate groups, such as four materials;
a line graph for a measurement that changes over time, with the points joined;
a scatter graph for two measured variables, with the points not joined, to see a pattern.

A classification key sorts things into groups by asking questions. Each question has two answers, yes or no, and each answer leads to the next question or to a group.

Ramp height (cm)	Distance rolled (cm)
2	23
4	31
6	40
8	47
10	55
12	63

Scatter graph of distance rolled against ramp height. The points are not joined.

Material	Water soaked up in 1 minute (ml)
Kitchen roll	18
Tissue	12
Newspaper	9
Cardboard	4

Bar chart: Kitchen roll 18 ml, Tissue 12 ml, Newspaper 9 ml, Cardboard 4 ml.

Time (minutes)	Temperature (°C)
0	50
5	44
10	39
15	35
20	32

Line graph of the temperature of warm water in a cup, every 5 minutes, falling from 50 to 32 degrees Celsius.

Key ideas

A table has a heading for each column, with units.
A bar chart shows separate groups. A line graph shows change over time, with the points joined.
A scatter graph shows two measured variables, with the points not joined.
Every axis of a graph needs a label, with its unit.
A classification key uses yes or no questions to sort things into groups.

Worked example 1.3.1

Priya records how much water four materials soak up in one minute. Which graph should she draw to compare the four materials? Write the words.

Method. Think about what kind of data this is.

Look at the data. Each material is a separate group, and the amount is measured for each one.
separate groups
Choose the graph. Separate groups are shown best on a bar chart.
bar chart
Write the answer.
bar chart

Check. A bar chart compares groups side by side. ✓

Worked example 1.3.2

Look at the scatter graph. What distance was rolled from a ramp height of 12 cm? Write the number of centimetres.

Method. Find 12 cm on the ramp height axis, then read the point above it.

Find the height. Look along the horizontal axis to 12 cm.
12 cm
Read the distance. The point above 12 cm is at 63 on the distance axis.
63 cm
Write the answer.
63

Check. The table says 63 cm for a 12 cm ramp. ✓

Worked example 1.3.3

In a classification key, an animal with feathers goes to the bird group. The first question is “Does it have feathers?” and the answer is yes. Which group does the animal go into? Write the word.

Method. Follow the key from the first question.

Read the first question. The question asks: does it have feathers?
feathers
Follow the answer. The answer is yes, so the key sends the animal to the bird group.
yes, so bird
Write the answer.
bird

Check. Each yes or no answer leads to the next step in the key. ✓

Watch out

Watch out: join the points on a line graph, but not on a scatter graph. A scatter graph shows a pattern, not a line of change over time.

Try it (with your teacher or a grown-up). Choose four socks, or four small pieces of fabric, from a drawer. Use a table to record how many are cotton, and how many are wool. Then draw a bar chart with a title and labelled axes. Check that the scale on your chart goes up in equal steps.

Exam tip

Grown-up tip. Ask: “What does each axis show? What units did you use?” Let your child choose the graph and say why.