Skill companion: Tables, Graphs and Models (Year 4) -- reusable science scaffolds

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Skill companion · Year 4 Scienceseegongsik /au

Tables, Graphs and Models: a skill companion

Reusable sheets that grow one science skill: put counts in a table and show them on a graph or model. Print once and slot into the science topics you already teach.

AC9S4I04

construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns

Start here

Read the pairing map.
Print scaffolds 1 and 2 when a lesson needs this skill.
Cut out scaffold 3 once; reuse all year.
Open the interactive unit for a worked example.
Run the mini-lesson first if you want the skill on its own.

On the board

On-screen moves include: “Put the soaking amounts in a table, then draw the graph”, “Build a visual model of the soaking, one material at a time”, “Find the soaking amount that does not fit”, “Which choices organise the soaking data and show the pattern?”.

seegongsik.com/au/y4/inquiry/AC9S4I04

Aligned to Australian Curriculum V9 (AC9S4I04). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.

Where the skill fitsPairing map

Slot the skill into your science lessons

Fold this skill into Year 4 Understanding units.

When you teach	Pattern or need	Prompt	Scaffold
Food Chains and Habitats (AC9S4U01)	A pattern or need in this unit	How does put help here?	Scaffold 1 then 2
The Water Cycle (AC9S4U02)	A pattern or need in this unit	How does put help here?	Scaffold 1 then 2
Forces, Friction and Magnets (AC9S4U03)	A pattern or need in this unit	How does put help here?	Scaffold 1 then 2
Properties of Materials (AC9S4U04)	A pattern or need in this unit	How does put help here?	Scaffold 1 then 2

On-screen pictures

“Put the soaking amounts in a table, then draw the graph”.
“Build a visual model of the soaking, one material at a time”.
“Find the soaking amount that does not fit”.
“Which choices organise the soaking data and show the pattern?”.

Scaffold 1 · PlannerOne per child

Skill planner

NameClassDate

Use this whenever you practise: put counts in a table and show them on a graph or model.

What I notice or need

My plan or question

What I will keep the same / measure / say

Teacher note: collect one strong example for the word wall.

Scaffold 2 · Record frameOne per child

Before and after

NameClassDate

Before

Draw it

After

Did it work as I thought?Yes □ Nearly □ No □

Scaffold 3 · Sort cardsReuse all year

Sort the cards

Cut out. Sort into yes / no piles and justify why.

Can we test a question about tables, graphs and models?

Which colour is the prettiest?

Does changing one variable keep a test fair?

Is a rainbow happy?

Should we record units with every number?

Can we ignore data that surprises us?

Does a table help us see a pattern?

Is louder always more scientific?

Can two groups compare results fairly?

Answer key is on the answers sheet.

Mini-lesson · Teacher planAbout 30 minutes

Tables, Graphs and Models clinic

Teach the skill on its own before folding it into a science topic. About 30 minutes.

We are learning to

put counts in a table and show them on a graph or model,
use the pack scaffolds with a real science example,

Success criteria

I can use one scaffold without copying a friend.
I can explain the skill in one short sentence.

Lesson flow

5 min	Hook Ask: “What skill are we practising today?”
10 min	Card sort Tables sort scaffold 3 cards.
10 min	Write Scaffold 1 then scaffold 2.
5 min	Exit Ask: “Finish: Today I learned to...”

On the board

Use “Put the soaking amounts in a table, then draw the graph” as the lead picture.

seegongsik.com/au/y4/inquiry/AC9S4I04

See answers sheet for card keys.

Answers · For the teacherModel responses

Answers and look-fors

Scaffold 3 cards

Card	Fit?	Why
Can we test a question about tables, graphs and models?	Yes	If we can watch or measure, yes.
Which colour is the prettiest?	No	Prettiest is an opinion.
Does changing one variable keep a test fair?	Yes	Fair tests change only one thing.
Is a rainbow happy?	No	Feelings are not measurable here.
Should we record units with every number?	Yes	Units make records clear.
Can we ignore data that surprises us?	No	Surprises need a second look.
Does a table help us see a pattern?	Yes	Tables organise counts.
Is louder always more scientific?	No	Evidence matters, not volume.
Can two groups compare results fairly?	Yes	If methods match, yes.

Model exit: Today I learned to put counts in a table and show them on a graph or model.

Pair with the Understanding unit you folded the skill into that week.