Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 18945
Interpreting Distance vs. Time Graphs
Students will interpret distance vs. time graphs to assess relative speed of an object and the directions of motion.
Content statements:
A horizontal line means the object is stopped.
A straight diagonal line means the object is traveling at a constant speed whereas a curved line means the speed is changing.
The steeper the angle of the line, the faster the object is traveling.
An upward line means that the object is moving farther away but a downward line means that the object is moving closer to a specific point.
Subject(s): Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Probes for Data Collection
Instructional Time: 1 Hour(s) 40 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: distance, time, speed
Resource Collection: iCPALMS
ATTACHMENTS
graphicsforSC6P121.docx
LESSON CONTENT
Lesson Plan Template: Confirmatory or Structured Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will:
Interpret distance vs. time graphs to assess relative speed of an object.
Interpret distance vs. time graphs to assess the directions of motion.
Content statements:
A horizontal line means the object is stopped.
A straight diagonal line means the object is traveling at a constant speed.
The steeper the angle of the line, the faster the object is traveling.
An upward diagonal line means that the object is moving farther away from a specific point.
A downward diagonal line means that the object is moving closer to a specific point.
A curved upward or downward line means the speed is changing.
Prior Knowledge: What prior knowledge should students have for this lesson?
From earlier years: SC.3.P.10.2, SC.4.P.10.2, SC.4.P.10.4, SC.4.P.12.1, SC.4.P.12.2, SC.5.P.10.2, SC.5.P.13.2, SC.5.P.13.3, and SC.5.P.13.4
Guiding Questions: What are the guiding questions for this lesson?
What do you need to determine an object's speed?
page 1 of 3 What is happening as you move up the y axis (distance)?
What is happening as you move from left to right on the x-axis (time)?
What feature(s) of the graph did you use to match it to the description?
What "rules" will help you understand the graph?
Introduction: How will the teacher introduce the lesson to the students?
The teacher has a toy that moves across the floor. (See materials section for ideas)
Ask: If you were to graph its [the object's] motion, what would the graph look like?
Investigate: What question(s) will students be investigating? What process will students follow to collect information that can be
used to answer the question(s)?
Students are in groups of 3. Each chooses a number – 1, 2, or 3.
To each group of students, give a set of cards (distance vs. time graphs and descriptions of motion). Tell the students to work together as a group to match the
graphs to the descriptions.
After their matches are made, #2s are to record the matches on the white wipe boards.
Analyze: How will students organize and interpret the data collected during the investigation?
Have the students work in their groups to list the common characteristics of distance vs. line graphs and what those characteristics mean in terms of an object's
motion. On the white wipe boards, #1s write the graph characteristics the group describes (these are the "rules" for interpreting distance vs. time line graphs). Then,
#3s write the motion described for each characteristic.
Randomly call on students to share their groups' rules. Then randomly call on the students to share their matching answers for the set of cards and to explain what
rule was used for each answer.
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
Direct instruction regarding speed and the interpretation of distance vs. time graphs.
Think-Pair-Share:
Revisit the introduction activity – If you were to graph its [the object's] motion, what would the graph look like?
Note to the teacher: At this time, if you have access to motion probes, they can be used to observe the movements of the toy so the students can check their own
answers. If you use other toys that move in different ways, the motion probes will allow the students to see how different kinds of movements look on graphs.
3-2-1 cards:
Name three types of lines on a distance vs. time graph and describe the motion.
What are the two variables needed to determine an object's speed?
If you have several upward diagonal lines on a graph, what one feature shows you which line is for the object traveling at the fastest speed?
Feedback to Students
Throughout the activity, the teacher is able to assess student learning by viewing the groups' answers written on their white wipe boards. In addition to answering the
guiding questions and during activity questions, the teacher can ask additional questions based on group responses he/she sees or hears. After the content is
taught/clarified (in Closure), student responses to the Think-Pair-Share and 3-2-1 questions can also be used for assessment.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students with learning needs are working in groups with knowledgeable peers.
Extensions:
Direct instruction regarding how to calculate speed using the formula.
speed = distance/time
Extension activity 1:
The teacher can provide a distance vs. time graph (with numbers on the axes) and have the students:
Write a short story/description that matches the graph.
Calculate the speed at the three numbered sites.
Extension activity 2:
Each group has to calculate the average speed of a wind-up car.
Suggested Technology: Probes for Data Collection
Special Materials Needed:
For the Introduction activity:
Use a remote controlled car, robot, …
Or a wind­up car, a hex bug (beetle), …
page 2 of 3 Or anything that can move across the floor at a constant speed.
For the Investigation activity:
See the graphics file in the "Uploaded File Attachments" at the end of this lesson for the set of cards (graphs and descriptions to match).
For the Closure activity:
Use toy(s) from the Introduction activity
If you have access to motion probes, they can be used here.
For the Extension activity 1:
See the graphics file in the "Uploaded File Attachments" at the end of this lesson for the graph.
SOURCE AND ACCESS INFORMATION
Contributed by: Lora Lindsey
Name of Author/Source: Lora Lindsey
District/Organization of Contributor(s): Marion
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.P.12.1:
Description
Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship.
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.5: Use appropriate tools strategically and, MAFS.K12.MP.6: Attend to
precision.
page 3 of 3