Make-up lesson - Unit C, Lesson 13 - Going to School
(Standard 8.1.f – how to interpret graphs of position versus time for motion in a single direction)
Use the following directions to complete the lesson in your packet. Directions are in italics and things to copy are in regular print. Check off each step as you complete it to make sure you do everything in the lesson. Please ask Mr. Buddy if you have any questions.
❏ Add the title to the top of the next blank page: Going to School ❏ Add the date:
Essential Question ❏ Write down the following essential question:
How can you use a graph to describe changing motion?
Initial Thoughts ❏ Write your answer to the essential question.
Evidence: Plotting a Graph ❏ For this lesson, we looked at two graphs that show changes in motion.
❏ Get the paper with two graphs on it. Get the 8 sentence strips with descriptions of how Teasha and Josh travelled.
❏ Cut out the sentence strips and figure out which part of the lines on the graph is described by each of the strips (8 line segments, 8 strips).
❏ Glue the sentence strips on so that someone else could tell which strip goes with each line segment.
❏ Fold the paper with the graphs in half and glue it into your journal.
❏ Using the graphs, fill out the following chart for each line segment:
Line Segment Distance (miles) Time (minutes) Speed (mi/min) A B C D E F G H
❏ Calculate the average speed of Teasha’s trip to school and the average speed of Josh’s trip to school.
Analysis ❏ Copy down and answer each of the following analysis questions. Remember to use your evidence section to help you in answering them.
1. Which student (Teasha or Josh) started out faster? How do you know this? 2. How far into the trip did Josh turn around? What does the graph look like there? 3. Draw a graph for the following situations: a. A car moving at a constant speed stops and moves in the opposite direction b. A car moving at a constant speed stops then moves faster c. A car moving at a constant speed changes to a higher constant speed d. A car moving at a constant speed changes to a lower constant speed
Reflection ❏ Copy down the directions for the reflection. Then follow the directions in your journal.
Draw a graph of your trip to school this morning. Explain why the graph changes.
Summary ❏ Write a summary of 5-7 sentences about the lesson. Remember to go back to the key question to help you get started and to use “How to Write a Science Summary” to help you get ideas about what types of sentences to use.
Big Idea ❏ Copy the following big idea:
On distance/time graphs, lines that go up represent the object going forward, lines that are going down represent going backwards and lines that are straight across represent something not moving.
Vocabulary ❏ Copy the following term and definition into the vocabulary section of your journal. Draw a picture for each term. Also, add an example or rewrite the definition into your own words.
NO VOCABULARY THIS LESSON Wrap Up ❏ Add this lesson to your Table of Contents. ❏ Add the big idea to your Big Ideas page.