Graphing 2: Learn to Make Bar Graphs & Analyze Data - Independent Work

Grade Levels
6th - 9th, Homeschool
Formats Included
  • PDF (6 pages)
  •  Activity
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Easel Activity Included
This resource includes an interactive version of the PDF that you can assign to students to complete on a device, using Easel by TpT. Learn more.

Also included in

  1. The Deconstruct an Experiment (Critical Thinking) packets include Google doc versions and the Graphing with Content packets can be used as TpT Digital Activities.DECONSTRUCT AN EXPERIMENT BUNDLEStudents learn the basic structure of a controlled experiment by analyzing experiments done by their peers
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  2. COMPLETE UNIT ON CONTROLLED EXPERIMENTS, GRAPHING DATA AND DATA ANALYSISAll of the resources either have a Google doc version or can be used as a TpT Digital Activity.1. Three Lessons on Deconstructing the Parts of a Controlled Experiment - experimental questions, hypotheses, variables, data analysi
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  3. Each instructional worksheet has embedded directions - works great for independent/distance learning!This is a set of 5 mini-lessons/instructional worksheets that scaffold the skills of graphing and data analysis while building students’ background knowledge. Students will graph and analyze scientif
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Learning to Graph & Analyze Data II:

How does the number of heron nesting pairs change from year to year?

This is lesson 2 of a set of 5 instructional worksheets that scaffold the skills of graphing and data analysis while building students’ background knowledge. Rather than graphing meaningless data, your students will graph and analyze scientifically meaningful data based on real-world research on wild birds.

Skills and content for Learning to Graph & Analyze Data II:

1. Scaffolding for making a double-bar graph.

2. Guidance for choosing intervals and labeling axes.

3. Data analysis that requires using data as evidence to support conclusions.

Instruction is built into the worksheet – Based on your students’ experience with graphing, analysis and understanding variables you can determine whether they can work independently or need direct instruction for this activity.

Continue to teach graphing, data analysis and experimental design, with increasing challenge, by getting all 5 mini-lessons (bundled packet):

1. Learning to Graph & Analyze Data I

When do Dark-Eyed Juncos Visit Bird Feeders?

2. Learning to Graph & Analyze Data II

How does the number of nesting pairs change from year to year?

3. Practice Graphing & Analyzing Data I

Do woodpeckers prefer seeds or suet?

4. Practice Graphing & Analyzing Data II

To which country are Ruby-throated hummingbirds most likely to migrate?

5. Assessment: Graphing & Analyzing Data

How far might a Peregrine falcon migrate?

Skills and Content:

1. Leveled scaffolding in making bar and line graphs, such as how to choose intervals, labeling axes and writing graph titles.

2. Data analysis that requires using data as evidence to support conclusions.

3. Mathematical analysis including calculating averages, speed and percentages.

4. Experimental design analysis such as determining independent and dependent variables, variables held constant and forming research questions.

5. Graphing and analysis of data based on actual scientific studies on bird ecology and behavior.

Get all 5 lessons for a discount - go to Graphing with Content: 5 Lesson Packet

Total Pages
6 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data. Assessment is limited to provided data.
Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets. Assessment does not include deriving mathematical equations to make comparisons.
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.


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