Biology Graphing Activity Bundle - Graphing Every Week

This biology graphing set contains differentiated graph interpretation exercises teachers can use throughout the year!

Please check the preview to see a sample set, teacher instructions, and a table of contents.

Graphing Throughout the Year!

These graphs were meant to be used relatively in-order throughout the year. You could give them out of order if you feel your students are ready for a particular skill.

They are set up each week so that you can choose to use one of the four versions each week, depending on time and the graph learning goal that week. Graphing by hand is an important skill, but it can take a lot of class time to have students graph by hand each week. If you are short on time, you could choose one of the two interpretation options during a particular week. If you are out on a particular weekday, you might choose the graphing-by-hand option as a sub plan.

Version information (all but 2 sets have 4 versions):

1. Basic Graph Interpretation: Simpler, straight-forward graph and questions for exposing middle school students to different types of graphs or high school students who need a little review.

2. Higher-level Graph Interpretation: A graph with a few straight-forward questions and some higher-level questions. This version is meant for high school students on level or above.

3. Graphing By Hand (with premade axis): Using data, students will create their own graph and explain its meaning by writing its own short yet detailed caption.

4. Graphing By Hand (blank): Using data, students will create their own graph and explain its meaning by writing its own short yet detailed caption.

Repetitive Questions... On Purpose!

You will see that many of the questions from page to page are similar and this is on purpose!

There are a few teaching goals built into these activities:

* Students need to be able to identify in general terms what the study or graph is about. Therefore I ask them to write the title (or write their own title in the more challenging version.)

* Students need to know how to identify what was different between groups in an experiment. I ask them to write the independent variable (or what scientists changed between groups or data points).

* Students need to know how to identify what is actually being measured or counted. I ask them to write the dependent variable (or what scientists measured!)

* Students need practice writing. They need practice summarizing an experiment in their own words and identifying the main trend in a graph or experiment’s results. For each page, I have them write a short few sentences to describe what was found in the graph or study.

Topics in the Graph Interpretation Exercises:

The Microbiome in a Cicada’s Digestive Organs

Zebrafish Development and Temperature

Monosaccharides in Fruit

Fatty Acid Energy

Essential Amino Acids in Grains

Cell Membrane Surface Area in a Cell

Number of Mitochondria in Liver Cells

Fish Erythrocytes in Distilled Water

Rate of Facilitated Diffusion

Na+/K+ Pump Activity and Temperature

Digestive Enzyme Activity and pH

Concentration of Substrate over Time

Substrate and Product over Time

Light Absorption and Wavelength

Number of chloroplasts found in different cell types

Rate of Photosynthesis and Temperature

Respiration Rate and Temperature

Bacterial Reproduction

Mitotic Index

Meiotic Spindle and Mutations

DNA Polymerase and Temperature

Genome Size and Number of Protein Coding Genes

Adult Height Over Time

Blood Type Frequency

Ladybug Phenotype Frequency

Chipmunks and Acorns

Check out my Biology Doodle Notes for some engaging resources that thoroughly explain Biology concepts in a versatile way! 

Would you like homework pages to help your students review what they've learned in class? 

Check out my Biology Homework Pages here.

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