500 Festival Curriculum Ideas

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Gearing Up for the Indy 500

The Indianapolis Motor Speedway is known throughout the world as the home of the Indianapolis 500. The Indianapolis 500 race is held each Memorial Day Weekend. The Speedway is a globally recognized Indiana landmark. Since the inaugural race in 1911, the Indianapolis 500 has become more than just an automobile race. There is a month-long celebration, presented by the Indianapolis Motor Speedway and the 500 Festival, leading up to the greatest spectacle in racing.

Gearing Up for the Indy 500 is an Indiana Academic Standards-based curriculum designed for fourth grade students to foster an understanding and to develop an appreciation of the Indianapolis 500 and the 500 Festival. Gearing Up for the Indy 500 includes English/language arts, math, science, social studies, visual art, health, and physical education lessons. The curriculum also includes an authentic assessment for students to showcase their understanding of the Indianapolis 500 and the 500 Festival.

The lessons may be taught in sequence as presented in this guide, or teachers may choose to change the order of the lessons based on the needs of their students and classroom schedules. Some lessons may be modified or extended based on the students’ needs. Use the curriculum to introduce, teach, and reinforce fourth grade skills and strategies based on the Indiana Academic Standards.

1 Table of Contents

First Gear – Getting Up to Speed 3 Are You an Indianapolis 500 Expert? (Pre-assessment) 3 What Do You Know? 4 Building Indianapolis 500 Schema 5 Game Design 5 The Indy 500 Game 5 Second Gear – Researching the History 7 Uncovering the History 7 Timeline Design 8 Third Gear – Understanding the Numbers 9 Numbers, Numbers, Numbers of Indy 10 Numbers, Numbers, Numbers of the 500 Festival Parade 10 Qualifications Math 10 Indy by the Numbers 10 Fourth Gear – Celebrating the Event 11 Festival Theme 11 I Wonder… 12 Mini Float 12 Fifth Gear – Shaping Up for the Race 14 Are Race Car Drivers Athletes? 14 Seat Simulation 14 Fit to Win! 15 Sixth Gear – Racing to the Checkered Flag 16 Green to Checkered 17 Let’s Go Racing 18 Alike or Different? 20 Science of Racing – Newton’s Laws 20 The Indy “Can” Race 23 In the Driver’s Seat 25 The Checkered Flag—Visiting The Brickyard! 26 The Victory Lap 27 Lights, Camera, Action 27 Are You an Indianapolis 500 Expert (Post-assessment) 27 Student Activity Sheets 28 Answer Key 55

2 First Gear – Getting Up to Speed

Indiana Academic Standards: English/Language Arts 4.RN.2.1 Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text. 4.RN.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.RN.2.3 Explain the relationships between events, procedures, ides, or concepts in a historical, scientific, or technical text, based on specific information in the text. 4.RN.3.1 Apply knowledge of text features to locate information and gain meaning from a text (e.g. charts, tables, graphs, headings, Subheadings, font/format). 4.W.1 Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to support reflection and response to literature and nonfiction texts. 4.W.5 Conduct short research on a topic  Identify a specific question to address (e.g. what is the history of the Indy 500?).  Use organizational features of print and digital sources efficiently to locate further information.  Determine the reliability of the sources.  Summarize and organize information in their own words, giving credit to the source.  Present the research information, choosing from a variety of formats. 4.SL.3.1 Summarize major ideas and supportive evidence from text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Social Studies 4.1.17 Construct a brief narrative about an event in Indiana history using primary and secondary sources.

Are You an Indianapolis 500 Expert? Activity Materials  Copies of the Are You an Indianapolis 500 Expert assessment?

Prior to any discussions or instruction, administer the pre-test to assess students’ Indianapolis 500 and 500 Festival knowledge. Collect students’ papers and administer the assessment at the end of the unit. Compare the pre and post- assessments to determine student growth after completing the Gearing Up for the Indy 500 unit.

3 Video Activity: Essence of the of the 500 Show the 6-minute video, Essence of the 500. The video captures the energy on race day. Students will view the pre-race traditions, the thrilling start, segments of racing and pit stops, and the emotional post-race ceremony. The video sets the stage for the students as they work through each “gear” of the curriculum to learn about the Indianapolis 500.

What Do You Know? Activity Materials  KWL Chart (Draw a KWL chart on chart paper prior to the lesson.)

Assess the students’ knowledge of the Indianapolis 500 and the 500 Festival. Explain to the students that a KWL chart (What You Know, What You Wonder, What You Learned) will be used to assist the teacher and students with their understanding of the Indianapolis 500 and to list information the class wants to learn.

KWL K W L What You Know What You Wonder What You Learned

To introduce the unit of study, pose the question, “What do you know about the Indianapolis 500?” As a class, work on the KWL chart. Begin with “What You Know.” List the information the students share about the 500 and the events. Students may provide information about the Mini-Marathon, the parade, the track, racecars, etc. Pose the question, “What are you wondering about the Indianapolis 500?” Record students’ questions under the W section of the chart. *The “What You Learned?” is completed as the information is learned or at the end of the unit.

Video Activity: History of the Indy 500 To introduce the Indianapolis 500 and its history, show the 11-minute video, History of the Indy 500, which highlights race activities and 500 Festival events. Discuss the video. Ask students if they have any additional questions to add to the Wondering section of the KWL chart.

4 Building Indianapolis 500 Schema Activity Materials  Gearing Up for Indy Student Informational Text  Building Indianapolis 500 Schema sheet

To comprehend a complex informational text, students will engage in a close reading of the Student Informational Text. A close reading enables students to develop a deeper understanding of text through text-dependent questions.

Students will use the Student Informational Text to answer the questions on the Building Indianapolis 500 Schema sheet. The questions may be posed as a whole class discussion, think-pair-share, group work or an independent activity.

Game Design Activity Materials  Gearing Up for Indy Student Informational Text  Other Indianapolis 500 and 500 Festival informational sources (optional)  3 x 5 cards

Students may read the informational sources individually, with a partner, or in a group to build their schema (background knowledge) about the Indianapolis 500 and the 500 Festival.

Determine five categories for writing Indy 500 game questions (500 History, 500 Festival Events, Safety, Drivers, Race Day, etc.). Divide the students into groups of two or three. Give each group five index cards. Each group uses the Gearing Up for Indy Student Informational Text to write a question for each category. (If time permits, students may use other resources to write questions about the Indianapolis 500 and the 500 Festival.) On the front of the index card, the group writes the name of the category and the question. On the back of the index card, the group writes the answer and the names of the group participants. When all groups have completed the cards, collect the questions.

The Indy 500 Game Activity Materials  Game Chart - Create a chart prior to the activity to hold game questions. Use a poster board and 25 manila library pocket cards. Arrange the pockets in 5 columns by 5 rows. For each column write a point value on each pocket. The first row pocket is 10 points, the second row is 20 points, the third row is 30 points, the fourth row is 40 points, and the fifth row is 50 points. If the materials are not available to create the chart, draw the chart on the whiteboard or blackboard. Tape the questions or use magnets to attach the questions to the board.

5 The Indy 500 500 History Festival Safety Drivers Race Day Events 10 10 10 10 10

20 20 20 20 20

30 30 30 30 30

40 40 40 40 40

50 50 50 50 50

Assign a point value to each question prior to the start of the game. Challenging questions receive a greater point value. Place the cards in the corresponding pocket.

Using the original “question writing” groups, combine each group to form teams of four to six. Each team will sit together for the game. A team works together to determine the answer. Each team will select a spokesperson. Each group may create a team name. List the team names on the board to track points.

Game Procedures: 1. The team who has the person with the first birthday in May begins the game. 2. The first team selects a category and a point value. The teacher reads the question to the team. The team collaborates to determine the answer. The spokesperson announces the team’s answer. **A team may not answer a question that was written by one of its team members. Another question is selected.** 3. If the team correctly answers the question, the team scores the point value listed on the pocket. 4. If the team answers incorrectly, the question is given to the next team. That question continues to each team until it is answered correctly, or it stops with the team who wrote the question. 5. After a question is answered correctly, the next team selects a category. 6. The game may be played for a set number of minutes or until all questions are answered. The team with the most points is the winner.

6 Second Gear – Researching the History

Indiana Academic Standards: English/Language Arts 4.RN.2.3 Explain the relationships between events, procedures, ides, or concepts in a historical, scientific, or technical text, based on specific information in the text. 4.RN.3.1 Apply knowledge of text features to locate information and gain meaning from a text (e.g. charts, tables, graphs, headings, Subheadings, font/format). 4.SL.3.1 Summarize major ideas and supportive evidence from text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Social Studies 4.1.15 Create and interpret timelines that show relationships among people, events, and movements in the history of Indiana. 4.1.17 Construct a brief narrative about an event in Indiana history using primary and secondary sources.

Uncovering the History Activity (Adapted from Fourth Grade Teachers at Shakamak Elementary: Paula Jones, David Mercer, Judy Wallisa, and Teresa West)

Materials  History of the Indy 500 video  Timeline Research sheet for each student  Resource materials o “I” is for Indy, The World’s Greatest Race by Mike King o Indianapolis Motor Speedway: A History booklet by Donald Davidson o Gearing Up for Indy Student Informational Text o Indianapolismotorspeedway.com

Discuss the purpose of a timeline is to organize events in chronological order. Throughout the history of the Indianapolis Motor Speedway, many significant events have occurred. Students use secondary source materials to search and report significant events. To begin the research, watch the History of the Indy 500 video AGAIN. To guide their research, students use the Timeline Research sheet to record significant dates as reported in the video. Students may explore brochures, booklets, magazines, newspapers, and the Internet for additional research information.

7 Video Activity: The First 100 Years – A Timeline of Drivers Show The First 100 Years – A Timeline of Drivers video. The video highlights legendary and current drivers in a timeline format to help students visualize a timeline. Students may also glean information from the video to include in the timeline the class will create in the Timeline Design Activity.

Timeline Design Activity Materials  Large wall space  Year date cards (1900, 1910, 1920, etc.)  Copies of the IndyCar outline – last page of student activity sheet section (optional)

On a classroom wall or in the hallway, display the date cards. Assign each student a year or several years. Students locate Indianapolis 500 and 500 Festival information related to the year(s). Students may either write a paragraph or create an illustration to represent the event. For each year’s winning driver, students draw a racecar (or use the black line copy of the race car) with the winning driver’s name and time on the car. Place the cars along the bottom of the timeline.

Invite other grade levels to view the timeline. With younger students, pair a fourth grader to lead younger students on a walk through history.

8 Third Gear – Understanding the Numbers

Indiana Academic Standards: Mathematics 4.NS.2 Compare two whole numbers up to 1,000,000 using >, =, and < symbols. 4.NS.7 Compare two decimals to the hundredths by reasoning about their size based on the same whole. Record the results of comparisons with the symbols, >, =, and < , and justify the conclusions (e.g. by using a visual model). 4.C.1 Add and subtract multi-digit whole numbers fluently using a standard algorithmic approach. 4.C.2 Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Describe the strategy and explain the reasoning. 4.AT.1 Solve real-world problems involving addition and subtraction of multi-digit whole numbers (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). 4.AT.2 Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to solve real-world and other mathematical problems. 4.M.3 Use the four operations (addition, subtraction, multiplication, and division) to solve real-world problems involving distances, intervals of time, volumes, masses of objects, and money. Include addition and subtraction problems involving simple fractions and problems that require expressing measurements given in a larger unit in terms of a smaller unit. 4.M.4 Apply the area and perimeter formulas for rectangles to solve real- world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems.

Video Activity: Numbers, Numbers, Numbers Show the video, Numbers, Numbers, Numbers. Group the students into teams to discuss the video. Ask each team to create a list of ways math is used at the Indianapolis 500 and related events. (For example, math is used for counting Mini-Marathon participants, timing runners, calculating ticket prices, timing cars, measuring aspects of the car, etc.) Teams share their lists to create a class list.

9 Numbers, Numbers, Numbers of Indy Activity Materials  Copies of the Numbers, Numbers, Numbers of Indy worksheet  Calculators (optional)

With a partner, complete the math activity sheet about the Indy 500 and its events. Discuss the information and answers when all students are finished. Calculators are optional for checking answers.

Video Activity: Numbers, Numbers, Numbers of the 500 Festival Watch the Numbers, Numbers, Numbers of the 500 Festival video to provide students with 500 Festival background information.

Numbers, Numbers, Numbers of the 500 Festival Parade Activity Materials  Copies of the Numbers, Numbers, Numbers of the 500 Festival Parade worksheet  Calculators (optional)

Students use math skills to determine answers to problems related to the 500 Festival.

Qualifications Math Activity Materials  Copies of the Qualifications Math worksheet  Calculators (optional)

Students calculate answers to problems related to a day at the track.

Indy by the Numbers Activity Materials  Copies of Indy by the Numbers worksheet

Students use statistics from the Indianapolis 500 to solve math problems.

10 Fourth Gear – Celebrating the Event

Visual Art 4.6.3 Identify and use a variety of symbols and subject matter that clearly communicate ideas.

Festival Theme Activity (Adapted from James Carson, 4/5 Resource Teacher at Crooked Creek Elementary) Materials  Copies of the 500 Festival writing prompt

Explain to students each year the 500 Festival and the Indianapolis Motor Speedway announce a theme for the month of May’s events. In the past themes have included Lights, Camera, Traction; Accelerate Your Senses; and Art in Motion.

Ask student to imagine that they are part of the committee to choose a theme for this year’s event. Give each student a copy of the 500 Festival writing prompt. Each student persuades the committee to select his or her theme.

11 I Wonder… Activity Pose the following questions to learn how much your students know about the 500 Festival and the float planning and construction.

I Wonder… 1. How many years has the 500 Festival Parade been staged? (The first parade was held in 1957.) 2. Where is the parade held? (On the streets of downtown Indianapolis) 3. On what day is the parade staged? (The Saturday of Memorial Day weekend) 4. How long is the parade route? (2 miles) 5. Who serves as the Honorary Grand Marshals? (The 33 qualified drivers of the Indy 500) 6. Approximately how many people line the streets for the parade? (More than 300,000 people) 7. What is the maximum length and width for a float? (Length – 60 feet and width – 20 feet) 8. At what rate of speed do the parade units travel? (2.5 mph) 9. Often the people ride on the floats. What is the minimum age of a person who may ride on a float? (10 years of age) 10. What are some of the safety requirements for the floats? (No sharp or pointed edges on the float may be exposed. Each float must have a fire extinguisher. Handholders are required for people standing on the float. Emergency towing units are placed along the parade route. No articles may be thrown into the crowd from the float.)

Video Activity: Floats View the video, Floats. Discuss with the students the organization, time, and materials needed to plan and construct the floats.

Mini Float Activity Materials  Mini Float sheet  Shoebox or foam board for the float base (each team)  The following are suggested materials to have available for students to construct the floats. As students plan, they will think of other materials: o construction paper o craft balls o foil o craft sticks o poster board o wire o wrapping paper o paper cups o tissue paper o colored cellophane o packing peanuts o paper plates

With the wealth of knowledge about Indiana the students learn in the fourth grade social studies curriculum, the students will use the information to design and build a “mini float” which represents an aspect of Indiana.

12 Say to the students: “The 500 Festival needs our help. Each year, over 300,000 people attend the 500 Festival Parade. Many people are from other states and even other countries. Indiana is a very interesting state and the visitors want to learn about Indiana. Fourth graders are very knowledgeable about Indiana. There are famous people and interesting places in Indiana. Our task is to design and create mini floats which showcase Indiana’s people, places, and/or events.”

As a class, brainstorm people, places, and events that represent Indiana. Review the list for ideas that may be used as a float theme. (Corydon—the first capital, Amish country, Benjamin Harrison, Carl Fisher, Arthur Newby, Frank Wheeler, James Allison, Eddie Rickenbacker, Tony Hulman, Studebaker brothers, Madam C.J. Walker, Eli Lilly, Orville Redenbacher, universities, steel mills, etc.)

Divide the students into pairs or small teams. Each team selects a mini float to design. As a team, discuss the symbols and/or type of artwork to use to communicate the topic in the form of a float. As a team, complete the Mini Float Plan sheet. Then, each team constructs its mini float. Invite other classes to view the floats to learn about Indiana.

Extension Activity The parade is broadcast on television. The parade commentators share information about each parade participant. Each team prepares a paragraph which highlights the important information related to the float’s topic.

13 Fifth Gear – Shaping Up for the Race

Indiana Academic Standards: Health & Wellness 4.1.1 Explain the connection between behaviors and personal health. 4.7.1 Describe positive health behaviors.

Physical Education 4.3.1 Identify and demonstrate the physical, mental, social, and emotional benefits of participation in health-related physical fitness activities. 4.4.3 Describe exercises/activities that will improve each component of health-related physical fitness.

Are Race Car Drivers Athletes? Activity Materials  Post-it note for each student  Yes/No chart

Give each student a Post-it note. Pose the following question to students. Are race car drivers athletes? YES NO

Ask each student to respond on the Post-it note with “yes” or “no” and to write a sentence that supports his or her opinion. On the chalkboard or a poster board, create two columns, one column for YES and one column for NO. Instruct students to place their Post-it notes under the corresponding column. Discuss the students’ responses.

Seat Simulation Activity Materials  Several pillows  Textbooks  Timer

Sit in a position similar to a race car driver. Place pillows at a 30-degree angle behind the student’s back. Have the student hold two textbooks at arm’s length to represent the effort needed to control an Indy car at speed. Set a timer for two minutes and hold the position. Discuss what it would be like to sit in a race car for two hours.

14 Video Activity: Fit to Win! Prior to watching the video, discuss with students the following key points.

Both drivers and pit crew members are involved in a rigorous training program. Many drivers and crew members work out 4-6 days a week. Like other professional sports, some teams even employ a certified strength and conditioning coach who travels with the team.

The drivers use many muscles, but a lot of their training involves neck exercises. Over the course of a race, a driver’s neck has a lot of force on it, which causes fatigue. When a driver becomes tired, it is more difficult to make quick decisions. The drivers must sustain fitness over the course of a race.

For each pit crew, a limited number of team members may cross over the wall to work on the car. Each crew member has a different job, but they all have to be very quick. A special training program is designed for each crew member. Flexibility is more important for pit crew members than for the driver.

Special exercise programs are designed with flexibility, strength, balance, and cardiovascular activities. Some of the exercises include bent over row, push- ups, bicep curl, and abdominal crunch. In addition, drivers must sleep six to eight hours each night, eat healthy food, and drink lots of water.

Show the Fit to Win! video.

Follow-up Activity Ask students if any of them would like to change their response to “Are race car drivers athletes?” Discuss with the students the importance of being physically fit in order to be both physically and mentally prepared for the Indianapolis 500.

15 Sixth Gear – Racing to the Checkered Flag

Indiana Academic Standards: English/Language Arts 4.W.1 Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to support reflection and response to literature and nonfiction texts. 4.W.3.2 Write informative compositions on a variety of topics that  Provide an introductory paragraph with a clear main idea.  Provide supporting paragraphs with topic and summary sentences.  Provide facts, specific details, and examples from various sources and texts to support ideas and extend explanations.  Connect ideas using words and phrases.  Include text features (e.g. formatting, pictures, graphics) and multimedia when useful to aid comprehension.  Use language and vocabulary appropriate for audience and topic.  Provide a concluding statement or section. 4.W.3.3 Write narrative compositions in a variety of forms that  Establish an introduction, with a context to allow the reader to imagine the world of the event or experience.  Organize events that unfold naturally, using meaningful paragraphing and transitional words and phrases.  Use dialogue and descriptive details to develop events and reveal characters’ personalities, feelings, and responses to situations.  Employ vocabulary with sufficient sensory (sight, sound, smell, touch, taste) details to give clear pictures of ideas and events.  Provide an ending that follows the narrated experiences or events.

Mathematics 4.NS.1 Read and write whole numbers up to 1,000,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000,000. 4.C.1 Add and subtract multi-digit whole numbers fluently using a standard algorithmic approach.

Science Science and Engineering Process Standards (SEPS) SEPS.1 Posing questions (for science) and defining problems (for engineering) SEPS.2 Developing and using models and tools

16 SEPS.3 Constructing and performing investigations SEPS.4 Analyzing and interpreting data SEPS.5 Using mathematics and computational thinking SEPS.6 Constructing explanations (for science) and designing solutions ( engineering) SEPS.7 Engaging in argument from evidence SEPS.8 Obtaining, evaluating, and communicating information

4.PS.1 Investigate transportation systems and devices that operate on or in land, water, air and space and recognize the forces (lift, drag, friction, thrust and gravity) that affect their motion. 4.PS.2 Investigate the relationship of the speed of an object to the energy of that object. 3-5.E.1 Identify a simple problem with the design of an object that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost. 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5.E.3 Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Social Studies 4.4.8 Define profit and describe how profit is an incentive for entrepreneurs.

Visual Arts 4.6.1 Create artwork that communicates personal ideas, experiences, or emotions.

Green to Checkered Activity Materials  Verizon IndyCar Series Flag Chart (found on the Student Informational Text)  Copies of the Verizon IndyCar Series Flag Design Sheet

Discuss with the students the purpose of flags. Explain some flags are designed to be symbolic such as the United States of America flag or the Indiana flag. Other flags are used as a form of communication.

Instruct students to locate the Verizon IndyCar Series flag chart found in the Informational Text. Discuss each flag and its meaning. Although the drivers have radio communication with their teams and the Verizon IndyCar Series officials, it is not uncommon for the communication equipment to encounter

17 problems. For the safety of all drivers, the flags serve as a crucial form of communication.

In addition, the flags help the fans to understand the events of the race. The flagman and his assistant stand on a specially designed elevated platform next to the track on the front straight-away. The flagman is one of the busiest officials on race day as he must communicate with all 33 cars using the series of flags.

After discussing the flags, ask students to think of other flags that may be necessary for communication with the drivers. Brainstorm a list of ideas.

Explain to students the official flags are often pictured and described in the rulebook, the race program, the media guide, the local newspaper among many other information sources. Ask each student to design a new flag for the flagman to use in the race. Use the Verizon IndyCar Series Flag Design sheet or give students construction paper to design the flag. Since many people including drivers, officials, and fans must understand the meaning of the flag, students should include in writing the purpose of the flag.

Video Activity: Racing Careers & Jobs Explain to students the racing industry offers many career opportunities. View the Racing Careers & Jobs video.

Let’s Go Racing Activity Materials  Budget sheet for each student  Make a transparency copy of the budget sheet  1 copy of Team Sponsor Cards sheet (Cut apart cards.)  1 copy of Event Cards sheet (Cut apart cards.)  Notebook paper  1 dice  Calculator (optional)

Students will work in teams as business partners to make budgetary decisions related to a race team. The goal is to direct the race team without going in debt. Ultimate success is attained if the team makes a profit.

Prior to the activity, review the following economics related vocabulary:

Balance – after adding or subtracting, the amount of money you have. Budget – a plan for the money you have to spend. Credit – the amount of money you receive. Debit – the amount of money you pay. Entrepreneur – a person who takes a risk to start a business.

18 Profit – revenues from selling a good or service minus the costs of producing the good or service.

1. Divide the students into six teams. (Teams do not have to have an equal number of members.) Explain to the teams that they are entrepreneurs who own a race team. They work together to make financial decisions with a goal to qualify a car for the Indianapolis 500. 2. Give each team member a copy of the budget sheet. Each team member calculates debits and credits on his sheet. Team members compare their answers for accuracy. 3. Assign each team a car number 1-6. Teams record the car number on the sheet. 4. Explain to students teams must secure sponsors to help with the cost of running a race team. Sponsors want to participate because it is a way to advertise their product or service. Sponsors pay money to the teams for the team’s racing budget. Invite each team to pick a sponsor card. The card lists the name of the company and the amount of money the company commits to the team. Each team records its sponsor name on the budget sheet. 5. Display the budget sheet transparency. Explain debit, credit, and balance to the teams. Direct students to record the sponsor money under credit. Record the balance. 6. The race team has bills to pay. Every team needs the following: Engine = $10,000 Wheels and tires = $4,000 (set of 4) Model using the budget sheet to calculate the expenses of the engine and wheels and tires. Students may use notebook paper to calculate. Also, students may use calculators to check their work. 7. As a team, they must make a decision about the chassis. They can either buy a new chassis for $25,000 or a used chassis for $20,000. Every member of the team must agree. Discuss the advantages and disadvantages. Record the amount on the budget sheet. 8. As a team, the entrepreneurs must decide to hire a veteran driver for $25,000 or a rookie driver for $20,000. Record the amount on the budget sheet and determine the balance. 9. In business, events affect budgets. Teams learn events affect their budgets. The 10. Teacher rolls the dice. The number that appears on the dice indicates the team that must select an event card from the stack. (For example, a six is rolled. The team with car number six picks an event card.) One student reads the card, and the team (or teams) must follow the directions on the card. For the activity column, the key words to record are italicized to guide the students. After each team makes its calculations, the teacher rolls the dice again. Continue with this format until all of the cards are selected.

19 **Variation for a shorter activity: Let each team pick two cards and follow the directions on the cards if they apply. 11. To end the activity, announce the checkered flag is waving. If a team went bankrupt, they are not eligible for the final prize money as they were not able to make the race. For finishing the race, every team receives $10,000. Roll the dice one more time. The winning car number is the Indianapolis 500 Champion and receives $50,000! 12. Discuss with students the financial decisions they made throughout the game. Ask them to share what financial decisions they would change.

Video Activity: Evolution of an Indy car Through the years, race cars have evolved. Not only are cars faster, but they are safer. Show the video. Discuss reasons for designing new cars.

Alike or Different? Activity Materials  Copies of the Alike or Different worksheet

Distribute a copy of the Venn diagram to each student. Compare and contrast a race car from 1911 to today’s race car. After completing the chart, explain to the students that the Indianapolis Motor Speedway Museum needs some help. Many tour groups are scheduled to visit the museum in May. The first display the tourists will see is a 1911 race car and a race car for this year’s Indianapolis 500. Tourists are always asking how cars are similar and different. Use the Venn diagram to write an informative essay to compare and contrast cars of yesterday to cars of today for the display in the museum.

Science of Racing –Newton’s 1st Law Activity Materials  Toy car  Clay (small ball)  Masking tape  6-8 wind-up toys  6-8 stopwatches  6-8 metric rulers  Calculators

Newton’s 1st Law – The Law of Inertia An object at rest stays at rest and an object in motion stays in motion unless acted on by a force.

Force causes an object’s motion to change. The amount of force on an object determines the change in speed or direction of the object. A race car driver

20 pushes the pedal to accelerate or increase the speed of the car. The race car driver turns the steering wheel and that changes the direction of the car.

The race car will continue at the same speed and same direction as long as balanced forces are applied. The car will not change speed or change direction until the driver applies more force. However, if the moving car collides with another object the car will slow down or stop. The contact force from the collision transfers energy and changes the car’s motion.

Demonstration: 1. Place the car on the table. Ask the students what they observe? (The car is not moving.) 2. Gently push the car. Ask the students what they observe. (The car moves forward. We observe motion.) Explain that objects do not move unless they are pushed, are going downhill, or dropped. When a race car driver starts the engine and pushes the accelerator pedal, the motor produces the force to move the car. Motion is the change in the position of an object. 3. Place the ball of clay on the roof of the car. Hit the car with a sharp force. Ask the students what they observe. (The clay fell off and the car moved.) Objects tend to remain in place unless they are pushed, going downhill, or dropped. For one object resting on another, the bottom object is pushed forward and the top object falls down and slightly back. When a race car driver accelerates, the driver feels as though he or she is thrown backward. Actually, the race car moves forward and the driver remains in the same place. The driver feels that sensation when the car seat hits him or her in the back.

Activity: 1. Divide the students into groups of four. 2. Give each group a wind-up toy, stopwatch, two long pieces of masking tape, and a metric ruler. 3. Instruct each group to create a track with the tape. Label one piece start and one piece finish. Be sure the tape is adheres smoothly to the surface to make sure the toy will not get caught on an edge. 4. Measure 20 centimeters from the start to the finish. 5. Team roles: #1 Winds the toy (Be careful. Do not overwind.) #2 Times the movement from start to finish. #3 Calls “go” and “stop.” #4 Records the time on the team chart.

21 Trial Number Time Distance ÷ Time = Speed 20 ÷ 4 = 5 cm per second 1 2 3 4 Average

6. Complete four trials. Rotate roles. 7. Average the times. 8. As a class, record each team’s average time. 9. Discuss the results. 10. Explain to students they can calculate the speed of the wind-up toy. Distance traveled ÷ Time = Speed 11. Instruct teams to calculate the speed for each time trial.

Science of Racing – Newton’s 2nd Law Activity Materials  Rubber band  Golf ball  Ping Pong ball  Tape measure

Newton’s 2nd Law Force equals mass times acceleration. An unbalanced force will cause an acceleration, and the greater is the force, the greater will the acceleration; conversely, the greater the mass, the less the acceleration.

The larger the race car, the slower the car will accelerate. Race engineers must find a balance to produce a fast car. Engine size and car size are regulated.

Demonstration 1. Ask students which is easier to move a paper clip or a table? (The paper clip is easier to move because it has less mass.) 2. Place the golf ball and the ping pong ball on the floor. 3. Explain to the students they will observe you as you apply force to each ball. 4. Pose the question, “Which ball accelerates faster and moves a further distance?” 5. Hold a rubber band between your fingers and pull it back to a measured amount. Release the rubber band and allow it to strike the golf ball. 6. Measure the distance the golf ball rolls after force is applied. 7. Repeat the process using the same rubber band distance to apply force to the ping pong ball. 8. Ask the students to share their observations.

22 9. Exert the same force on two objects of different mass, you will get different acceleration. Thus, race car engineers work to ensure the engine is as powerful as the rules allow and the race car is as light as the rules allow.

Science of Racing – Newton’s 3rd Law Activity Materials  Ball

Newton’s 3rd Law For every action, there is an equal and opposite reaction.

Demonstration 1. Ask a student to stand at the end of a table and the teacher stands at the other end of the table. 2. The teacher pushes the ball to the other end of the table. 3. When the ball reaches the student, he or she pushes the ball back to the teacher. 4. Ask the students, “What happened to the ball?” (The ball started moving in the opposite direction because an opposite reaction was applied.)

Video Activity: Testing & Safety View the video, Testing & Safety. Discuss the video. Ask the students to share their observations about preparing a race car. List on the board what the crew members did in the video to prepare the car for race day. Discuss that crew members are constantly using scientific principles and mathematics to make adjustments to the car.

Explain in science it is important to focus on one variable at a time. In a science experiment, scientists study one variable at a time to determine its impact on the experiment. If too many changes are made at once, the cause and effect cannot be determined. Thus, it is important to make one change at a time and test that variable several times. Explain to students they will have the opportunity to prepare a “race can” for race day.

The Indy “Can” Race Activity Materials  Ramps - Create ramps prior to the activity. Use a half sheet of poster board attached to two yard sticks. Set the ramp against five student math books. A ramp for each team works best for conducting can tests.  Race Data Chart - Prepare the chart prior to the activity. Create a chart on bulletin board paper for students to record “race can” information for the entire class to view.

23 The Can Race Results Team Can Can Can Race 1 Race 2 Race 3 Average Average Name Height Circumference Weight Time Time Time Time Speed

 A metal can per team (Soup cans to industrial size cans may be used. Provide the same size can for each team. Also, check for sharp edges. Caution students about carefully working with the opening in the can.)  Materials for each team to place in the cans (nails, bolts, paper, cotton, marbles, rocks, etc.) Each team should receive the same materials and identical number of items.  A roll of masking tape per team  A measuring tape per team  A stopwatch per ramp  1 or 2 sets of balance scale and weights  Calculators (optional)

Divide the class into teams of three or four. Students will have 40 minutes to prepare a race can for the big race. The task is to design a race can with the fastest speed when timed on the track ramp. They should experiment with the “parts” (nails, bolts, cotton, etc.) that are available to add to their race can. They will conduct practice runs on their ramps. The team will document the “parts” or variables they use in order to decide what “parts” to use for the class can race.

1. Determine a team name. 2. Distribute a copy of the Race Can Data sheet to each team. 3. Measure 4 feet from the end of the ramp. Mark 4 feet with a strip of masking tape to indicate the finish line. (If space or materials are limited, two teams may share a race ramp.) 4. Select a can chassis. (The chassis is the body of the race car. Once a can chassis is selected, teams may not switch. IndyCar Series rules require specific measurements for the size of the car.) 5. Define the problem. Add one “part” to the team’s Indy can to create the fastest can for the race. 6. Teams should use information they learned from the Science of Racing, Newton’s 1st, 2nd, and 3rd Laws lessons to brainstorm possible combinations. 7. Each team develops and creates a prototype. 8. Teams will test, evaluate and redesign. Teams will try various “parts” to add to the race car. A part should be added and tested on the ramp three times. Each part represents a variable in a science experiment. Teams should change one part or variable at a time. A team times the race can

24 from the top of the ramp to the finish line. The can should be released gently to roll from the top of the ramp – not pushed down the ramp. Record the variable (part) and the three times. Give a 10-minute warning until race time. 9. Sound a predetermined signal to indicate that the track is closed for practice. (Each day the cars run at the Speedway, the track closes at 6 p.m. unless weather is a factor.) 10. Select one ramp for the official race. 11. Conduct technical inspection. (Prior to the race, each IndyCar must pass technical inspection. The racing officials inspect various components of the car and measure various parts such as the height of the car, length of the car, and weight of the car.) Each team measures the height, circumference, and weight of each race can. Record the information on the class chart. 12. Discuss the chart information. Give students an opportunity to predict which race can will be the fastest on the ramp track. Students should record their predictions and their reason for their predictions based on the evidence. 13. Announce the start of the race. Each team has the opportunity to race its can on the track ramp three times. Each time is recorded on the chart. Then, determine the average time and record it on the chart. 14. Calculate the speed for each Race Can. Measure the distance from the start to the finish line. Speed = Distance Traveled ÷ Time 15. Discuss the winning can. Refer to the predictions. Students infer reasons why the winning can had the fastest time. 16. Round each of the average speeds to the nearest whole number. 17. Instruct students to study the chart. Ask them to identify patterns they observe from the recorded data.

Extension Activities If time permits, try some of the following ideas:  Use a variety of can sizes or other items rather than cans.  Cover the cans or racing surface in various substances such as foil, wax paper, rubber bands, sand paper, etc.)  Vary the height or length of the ramp.  Calculate the total time for all three runs.  Determine the speed of the race can Speed = Distance. Time

In the Driver’s Seat Activity Materials  Copies of In the Driver’s Seat writing prompt

25 Brainstorm a list of words to describe what a driver would feel, hear, see, and smell as he or she drives around the Indianapolis Motor Speedway at 220 miles per hour.

Give each student a copy of the writing prompt, In the Driver’s Seat. Students write a narrative about being a Verizon IndyCar Series driver.

The Checkered Flag – Visiting The Brickyard!

Video Activity: Indianapolis Motor Speedway Tour The Indianapolis Motor Speedway is a huge facility that spans 1,025 acres. Share with students the Indianapolis Motor Speedway Tour video. For students who will attend the IMS Study Trip, the video highlights some of the sites they will visit. (Classes who are not attending the study trip will also enjoy viewing the video.)

Study Trip The class visits the Indianapolis Motor Speedway where they participate in a guided Study Trip.

After students participate in the Study Trip, complete the final section (What You Learned?) of the KWL chart. Review the wondering section. Determine what information is still needed to answer the students’ questions about the Indianapolis 500 and its events. Give students an opportunity to explore various resources such as newspapers, magazines, and the Indianapolis Motor Speedway, the Verizon IndyCar Series, and the 500 Festival websites for more information.

IMS.com IndyCar.com 500Festival.com

26 The Victory Lap

Indiana Academic Standards: English/Language Arts 4.SL.4.1 Using appropriate language, report on a topic or text or provide a narrative in an organized manner, with effective introductions and conclusions, using appropriate structure, appropriate facts and relevant descriptive details to support main ideas or themes; speak clearly and concisely at an understandable pace.

Lights, Camera, Action Activity Materials  Samples of commercials  Lights, Camera, Action! Guideline sheet per student  Lights, Camera Action rubric per student

At the completion of the Gearing Up for the Indianapolis 500 unit, give students the opportunity to demonstrate their understanding through an authentic assessment. As individuals or in small groups, students write and perform a commercial to entice an audience to attend the Indianapolis 500 events in May. Through the assessment, learner outcomes will include application of Indianapolis 500 knowledge, collaboration, high-order thinking skills, oral communication, and decision-making.

To help the students, videotape a few television commercials. As the class views the commercials, discuss the information included in the commercial and the commercial highlights that are captivating.

To assist the students in their planning, distribute a copy of the Lights, Camera, Action! guideline sheet. In addition, discuss with students the rubric, which is a tool to guide the assessment of the commercial.

Are You an Indianapolis 500 Expert? Materials  Copies of Are You an Indianapolis 500 Expert? assessment

Administer the post-assessment to determine what students learned during the unit. After the assessment, pass out the pre-assessment so each student can determine his or her progress.

27 Are You an Indianapolis 500 Expert?

1. In what year was the Indianapolis Motor Speedway built?

2. Name two of the four founders who built the Speedway.

3. For what purpose was the Speedway built?

4. Who won the first or inaugural Indianapolis 500?

5. From 1914-1918 and 1939-1945 the Indianapolis 500 was not run. Why?

6. In 1936 a trophy became the official prize for the Indianapolis 500 winner. What is the name of the trophy?

7. Eddie Rickenbacker sold the Speedway in 1945. Who purchased the Speedway in 1945? Hint: Today, this family still owns the Speedway.

8. In 1957 the 500 Festival was created. What is the Festival’s purpose?

9. What is a pace car?

10. How many cars qualify and start the Indianapolis 500?

28 11. How many miles is the Indianapolis 500?

12. How many laps must be completed to finish the Indianapolis 500?

13. What does the checkered flag represent?

14. Who was the first driver to officially run a lap at 200 miles per hour?

15. Name the first woman to qualify for the Indianapolis 500.

16. Who became the first driver to win four Indianapolis 500 races?

17. How many 500 Festival Princesses are selected each year?

18. Who was the first woman to lead the Indianapolis 500?

19. Name one of the many events the 500 Festival plans.

20. What does the Indianapolis 500 winner drink in Victory Circle?

How did you perform? 20 correct! You ROCK! Take the checkered flag because you are an Indianapolis 500 expert. 18-19 correct Impressive. You are a competitor in the race. 16-17 correct Great. You qualified for the race with a decent speed. 14-15 correct Whew. You made the race. 12-13 correct Whoa. You are on the bubble to be bumped from the race. 0-11 correct Sorry. Head back to the pits for some adjustments.

29 Building Indianapolis 500 Schema

Use the Student Informational Text to answer the following questions.

1. Why is the Indianapolis Motor Speedway nicknamed “The Brickyard”?

2. Looking at the timeline from 1901 to 1959, what is the most important event listed? Explain your answer.

3. Is safety a priority for the Indianapolis Motor Speedway? Support your answer with specific examples.

4. The Speedway’s “Winged-Wheel” is one of the most recognizable logos in sports. What do the wheel and wings represent?

30 5. Look at the Speedway’s logos from 1990 to the current year. Why is the “Winged-Wheel” logo significantly different for 2009- 2011?

6. Look at the events on the timeline from 1977 to 2015. In your opinion, what is the most important event? Explain your answer.

7. Reread the first and second paragraphs on page five. Explain the phrase “volunteer spirit” in the second paragraph.

8. The parade is one of the 500 Festival’s most popular events. According to the passage, what evidence supports that the parade is popular?

31 The History of the Indianapolis 500 & the 500 Festival Timeline Research Sheet

As you view the History of the 500 video, fill in the date for each event. Date Event

1.______Carl Fisher, with three partners, built the Speedway.

2.______A balloon race was the first event held at the track.

3.______80,000 people witnessed the first car race. Ray Harroun won the first Indianapolis 500.

4.______A new group headed by WWI flying ace Captain Eddie Rickenbacker took over the Speedway.

5.______Louis Meyer was the first driver to win the race three times and the first driver to receive the Borg-Warner trophy. He also began the tradition of drinking milk in Victory Lane.

6. ______Tony Hulman from Terre Haute stepped in to take over the Speedway after the track was shut down during WII.

7. ______The Indianapolis 500 was held again after the track was shut down during WWII.

8. ______The 500 Festival was created.

9. ______The first Mini-Marathon was held.

32 10.______Tom Sneva broke the 200 miles per hour record. A.J. Foyt became the first four-time winner. The first female, Janet Guthrie, raced in the Indianapolis 500.

11.______Al Unser became the second driver to win the 500 four times and became the oldest driver to win the race.

12.______Tony George became president of the Indianapolis Motor Speedway.

13.______Willie T. Ribbs was the first African American to race at Indy. Rick Mears was the third driver to win four times.

14.______In the closest finish, Al Unser, Jr. beat Scott Goodyear by 43 thousandths (0.043) of a second.

15.______The first NASCAR race at the Speedway, the Brickyard 400, was held.

16.______The first Formula One race at the Speedway, the United States Grand Prix, was held.

17.______Danica Patrick was the first female to lead laps in the Indianapolis 500.

18.______The Indianapolis Motor Speedway hosted the first Red Bull Indianapolis GP race featuring the MotoGP series.

19.______Four women, Ana Beatriz, Simona DeSilvestro, Sarah Fisher, and Danica Patrick, qualified for the Indianapolis 500.

20.______The Grand Prix of Indianapolis, the first IndyCar road course race at IMS, was run.

33 Numbers, Numbers, Numbers of the Indy 500

Math is constantly used for Indy 500 events. Read about the following situations and determine the answers.

The Mini-Marathon 1.) The first Mini-Marathon was held in 1977. Two-time Olympic marathon medalist Frank Shorter won the 13-mile event in 1:03:56. At the 25th running of the Mini-Marathon Kenyan Simon Ron crossed the finish line in 1:02:36. Which runner had the faster time? Why? How much faster was his time?

The 500 Festival Queen and Her Court 2.) Beginning in 1959, 33 women have been selected each year in the spring to be 500 Festival Princesses. The women must live in Indiana and attend an Indiana college or university. They are chosen based on good grades, community service, and speaking skills. Since 1959, what is the total number of women who have been chosen to serve as a 500 Festival Princess?

Qualifications 3.) Each year, qualifications are held for the Indy 500. To qualify for one of the 33 starting positions, a driver must complete a 4-lap qualification run. If the track is 2.5 miles in length, how many miles does the driver travel to qualify?

34 Indy 500 Race 4.) If your family were to purchase a new mini-van, the cost is approximately $26,000. Determine how much money it costs to build one car for the Indy 500. Chassis (Car Frame) $309,000 4 Wheels (Set) $10,000 4 Tires (Set) $1,600 Engine $125,000 Gearbox $35,000 Electronics $25,000

What is the difference between the cost of a mini-van and a race car?

5.) Ray Harroun won the first Indianapolis 500 in 1911 with an average speed of 74.602 miles per hour. Eddie Cheever won the Indianapolis 500 in 1998 with an average speed of 145.155. Who was faster? How much faster was he?

6.) In 1977, Janet Guthrie was the first woman to qualify for the Indianapolis 500. She qualified for the race a total of three times in her career. Look at the chart below. What is the total number of laps she completed in the three Indianapolis 500’s in which she competed?

Janet Guthrie at the Indianapolis 500 Race Year Laps Completed 1977 27 1978 190 1979 3

35 Numbers, Numbers, Numbers of The 500 Festival Parade

1.) Each year, approximately 14 floats are designed and constructed to be included in the IPL 500 Festival Parade. The workers who build the floats must use many measurements. The floats are built on flat bed trucks, and the surface area is covered with material. If the flat bed has a length of 15 feet and a width of 8 feet, how many square yards of material are needed to cover the floor of the float?

2.) The IPL 500 Festival Parade is one of the largest parades in the United States. Through the years, various personalities including President Gerald Ford, Mickey Mouse, military personnel, and movie stars have served as Grand Marshal. Many people walk in the parade. The parade features 85 units. For each unit, 2 people hold a banner to announce the unit, and 2 more volunteers accompany the unit. The parade includes 8 balloons with each balloon requiring 30 people to handle the balloon. In addition, 12 marching bands with 75 members each participate in the parade. Finally, the Big Walking American Flag requires 38 people. How many people walk in the parade?

3.) Before the parade, tickets are sold for seating. Weeks before the event, temporary bleachers are built along the streets of downtown Indianapolis. The morning of the event chairs are placed along the parade route. If 25,300 tickets are sold and 24,350 are bleacher seats, how many chairs must be set up for the other people who bought tickets?

36 4.) Each year the IPL 500 Festival Parade is broadcast on national television. The parade is scheduled for two hours of television time. Organizers must plan a parade that is not too short or not too long. The parade is divided into units. Look at the chart and determine if the parade is too short, too long, or just right for television.

Unit Number Estimated Minutes for TV Filming 1 20 2 21 3 17 4 16 5 12 6 19 Commercials 17

5.) Four days before the 1997 500 Festival Parade, a fire destroyed 10 of the 14 floats. People wanted to know if the parade would be canceled. During the first two days after the fire, the Festival received an average of 22 incoming calls a minute. How many calls did the Festival receive in an hour? How many calls did the Festival receive in 12 hours?

**The parade went off as planned four days later. More than 250,000 people lined the streets to view huge posters and replicas of the floats.

37 Qualifications Math

1.) The Indiana Racing Club heads to the Indianapolis Motor Speedway for qualifications. The group includes 19 children and 6 adults. If 3 adults own vans that seat 8 people and 3 adults own cars that seat 5 people, what is the fewest number of vehicles the group can take to the track?

2.) Admission to the track is $10 for adults and $5 for children. How many tickets will they buy for 19 children and 6 adults? How much will it cost for the entire group to attend Pole Day?

3.) The group heads to the stands to watch the cars. Calvin uses his stopwatch to time the cars as they race around the 2.5 mile track. Calvin times Marco Andretti at 40.55 seconds for one lap and Ed Carpenter at 40.36 seconds for one lap. What is the difference in the drivers’ one lap times?

Who is faster? ______How do you know he is faster?

4.) Before leaving the track, Calvin stops at the gift shop. He has $20 in his pocket to buy souvenirs. Calvin wants to buy a Graham Rahal t-shirt for $16.25. Calvin’s sister is a Sarah Fisher fan. He wants to surprise his sister with the Sarah Fisher pencil set for $1.95.

Estimate the cost of the souvenirs. ______

Does Calvin have enough money? Why or why not? Be sure to include the exact cost of both items to support your explanation.

38 Indy by the Numbers

1.) Race teams must be aware of the weather conditions. Temperature affects the tires. According the National Weather Service report, the hottest race was in 1937 at 92°. The coldest race occurred in 1992 with a temperature of 58°. What is the difference in the record temperatures?

2.) The Foyt family has been involved in racing for many years. A.J. Foyt, at the age of 57, is the oldest driver to qualify for the Indianapolis 500, in 1992. His grandson, A.J. Foyt IV, is the youngest driver to start the race. In 2003 Foyt, IV qualified for his first race at the age of 19. What is the difference in their ages? How many years passed between A.J. Foyt’s final Indy 500 and A.J. Foyt IV’s first Indianapolis 500?

3.) If you were an Indy 500 driver which of the car numbers in the chart would you choose for your car? Explain why you would choose that number. CAR NUMBER HISTORY – RACE WINNERS Car Wins Last Win (Driver) Car Wins Last Win # # (Driver) 1 7 1971 (Al Unser) 6 5 2006 (Hornish) 2 8 1978 (Al Unser) 7 2 1949 (Holland) 3 11 2009 (Castroneves) 8 3 1956 (Flaherty) 4 5 1993 (Fittipaldi) 9 4 2008 (Dixon) 5 6 1997 (Luyendyk) 10 1 2010 (Franchitti)

39 4.) The fans love close finishes. In numerous races, the winner beat the second-place finisher by less than one second…now that’s close! Use the following statistics to create a chart that ranks the top five closest finishes. 1992 – Al Unser, Jr. beat Scott Goodyear by .043 of a second. 2006 – Sam Hornish, Jr. beat Marco Andretti by .063 of a second. 2013 – Tony Kanaan beat Carlos Muñoz by .115 of a second. 2014 – Ryan Hunter-Reay beat Helio Castroneves by .060 of a second. 2015 – Juan Pablo Montoya beat Will Power by .104 of a second.

5.) In 1911, Ray Harroun collected $14,250 in prize money for the victory. Helio Castroneves won the race 2009 and holds the record for the largest amount of prize money for the win. Castroneves earned $3,048,005 for the win. How much more money did Castroneves’ team collect for the 2009 victory than Ray Harroun received in 1911?

40 500 Festival

If you could choose a theme for the 500 Festival, what would it be? Why would you choose this theme? What kind of events and activities would you plan for the theme? Why would this be the best theme?

41 Mini Float Plan

Team Members: ______

Topic of the Float: ______

Title of the Float: ______

Sketch of Float

Materials for float construction:

42 Verizon IndyCar Series Flag Design

Design a flag for the flagman to use during the race with the Verizon IndyCar Series drivers. Explain how the flag will help the drivers.

Purpose of the flag:

43 Let’s Go Racing Budget

Team Sponsor Name ______Car Number ____

Activity Payment/ Deposit/ Balance Debit (-) Credit (+) Sponsor money Engine 10,000 Wheels and tires 4,000 Chassis Driver

44 Let’s Go Racing Team Sponsor Cards

Make one copy of this sheet. Cut apart the cards. Each team picks a card to determine the team’s sponsor and beginning balance.

Bodacious Bubble Gum Merry Market $100,000 $90,000

Terrific Tires Fast Track Tennis Shoes $90,000 $90,000

Checkered Cola Dairy Farmers of America $100,000 $80,000

Winner’s Water Princess Jewelry $80,000 $100,000

45 Let’s Go Racing Event Cards

Run one copy of the cards. Cut apart the cards. Shuffle and stack the cards. Energetic Engines Company is Congratulations! Your driver won impressed with the team’s the Pole Award—fastest qualifier engineers. The company wants on Pole Day. to be a minor sponsor on the car!

CREDIT = $5,000 CREDIT = $2,000

The good news is your team does Oh no! The driver ripped the fire not need new wheels. The bad suit. The team must purchase a news is your team needs new new suit. tires due to many laps of testing.

DEBIT = $2,000 DEBIT = $1,000

Officials have found that the odd Rain, rain go away! The entire number cars have brake team needs umbrellas. Buy 20 problems. All odd number teams umbrellas at $10 for each must buy brakes. umbrella.

DEBIT = $1,000 DEBIT = $200

The Marketing Director for your The driver is a fan favorite! T- team found another sponsor, shirts and hats with the driver’s Mirrors and More. name are hot items. Souvenirs are selling fast.

CREDIT = $5,000 CREDIT = $2,000

Whoa! The driver scraped the Time to pay the entry fee for the wall. The right side of the car Indianapolis 500. Every team needs fresh paint. must pay the fee.

DEBIT = $1,000 DEBIT = $5,000

46 Event Cards

The team finished 3rd place in last Safety is always important! The month’s race. The prize money driver needs a new helmet. arrived today! Purchase a custom made helmet.

CREDIT = $10,000 DEBIT = $1,000

Computers are used every day at Everyone wants to learn more the track. All even numbered about your driver. The Public cars need to update their Relations Director must purchase software. Purchase software folders and photos for the new update. press kits.

DEBIT = $1,000 DEBIT = $1,000

Rookies are required to Wow! Your team is lightning participate in Rookie Orientation. quick in the pits. The team won All teams with a rookie driver the Pit-Stop Competition held on must budget extra money for the Carburetion Day. orientation.

DEBIT = $3,000 CREDIT = $5,000

Go, go, go! Your driver passed That was a great pit stop. more cars than other driver in the Unfortunately, the driver ran over race. The team receives prize the air hose leaving the pits. The money for the accomplishment. team receives a fine.

CREDIT = $1,000 DEBIT = $500

Your driver is fast on the track, Congratulations, your driver was but the driver is slow off the track. leading at the halfway mark of the The driver was late to the race. The team receives prize mandatory drivers’ meeting and money. received a fine.

DEBIT = $500 CREDIT = $1,000

47 Alike or Different? ______

48 Race Can Data Sheet

Team Name:______

1. Define the Problem

2. Research/Prior Knowledge

3. Develop Multiple Ideas for a Solution

4. Develop and Create a Prototype

5. Test, Evaluate, and Redesign

49 Description of Test 1 Test 2 Test 3 Average the Variable Time Time Time Time

Our team will use ______in our can because…

50 In the Driver’s Seat

Imagine you are a Verizon IndyCar Series driver. Tell about the race at the Indianapolis 500. What happens? How do you feel? What do you see? What do you hear?

51 Lights, Camera, Action!

The Indianapolis Motor Speedway and the 500 Festival need your help. The Indianapolis Motor Speedway’s history includes lots of information and many traditions. In addition, May is filled with many exciting events. To inform others, you are being asked to write and perform a commercial. Remember: Commercials are short. You have to be organized! Use the following checklist to help you prepare for the commercial. _____ What information do you want to share with the audience? Include at least five interesting facts about the Indianapolis Motor Speedway and/or the 500 Festival.

_____ How do you catch the audience’s attention at the beginning? (a question, a visual, a song, a rhyme, etc.)

_____ How will you end your commercial to make it memorable for your audience?

_____ Are you using any props in your commercial?

_____ Is your commercial easy to understand? Can the audience follow the commercial the entire time? When you rehearse the commercial, practice the following skills: _____ Be convincing.

_____ Speak clearly.

_____ Project your voice.

_____ Make eye contact.

_____ Use expression with your voice and face

52 Lights, Camera, Action! Rubric Subject Organization Presentation Knowledge Skills The student includes 5 The student The student is very or more facts about presents the convincing. The student the Indianapolis 500 information in speaks clearly and uses Checkered and 500 Festival. The such a way that excellent voice Flag student demonstrates the audience can projection. The student exceptional knowledge follow the makes eye contact and 4 of the Indianapolis commercial all the uses expression 500. time. throughout the commercial. The student includes 4 The student The student is interesting facts about presents the convincing. The student the Indianapolis 500 information in speaks clearly and uses Green and 500 Festival. The such a way that good voice projection. Flag student shares the audience can The student makes eye information about the follow the contact and uses 3 Indianapolis 500. commercial most expression throughout of the time. most of the commercial. The student includes 3 The student The student speaks Yellow facts about the presents the clearly and uses decent Indianapolis 500 and information in voice projection most of Flag 500 Festival. The such a way that the time. The student 2 student is familiar with the audience can makes some eye contact the Indianapolis 500. follow the and hints at some commercial some expression. of the time. The student includes 1 The student The student mumbles Red or 2 facts about the presents the and is difficult to hear. Indianapolis 500 and information in The student makes little Flag 500 Festival. such a way that or no eye contact. 1 the audience cannot follow the commercial. Score

53 54 Activity Answer Key

Are You an Indianapolis 500 Expert? 1. 1909 2. James Allison, Carl Fisher, Arthur Newby, Frank Wheeler 3. They built the track to use as a testing facility for automobiles. 4. Ray Harroun 5. The race was not held during World War I or World War II. 6. Borg-Warner Trophy 7. Tony Hulman 8. The 500 Festival is a not-for-profit organization that plans and hosts events celebrating the Indianapolis 500. 9. The pace car leads the racecars around the track to set the pace. The car leads until the racecars receive the green flag. 10. 33 cars 11. 500 miles 12. 200 laps 13. The checkered flag signals that the race is complete. 14. Tom Sneva 15. Janet Guthrie 16. A.J. Foyt 17. 33 princesses 18. Danica Patrick 19. Mini-Marathon, Kids’ Day & Rookie Run, Breakfast at the Brickyard, Memorial Service, Parade 20. Milk

Building Indianapolis 500 Schema 1. The tracked was paved with 3,200,000 bricks in 1909. The track was brick for 25 years. 2. The student may select any event and support the answer with details from the text. 3. Safety is a priority. Examples of safety include rear-view mirror, warning lights, driver helmets, a pit wall to protect pit crews, fire resistant racing uniforms, the SAFER wall, and E85 fuel. 4. The wheel represents the facility as an automobile testing ground, and the wings represent aviation at the Speedway. 5. The Speedway celebrated the Centennial Era during 2009- 2011 and designed a special logo for the celebration.

55 6. The student may select any event and support the answer with details from the text. 7. With all the events the 500 Festival hosts during May, numerous volunteers are needed. The enthusiastic volunteers dedicate many hours to ensure the events are a success. 8. The parade is popular because over 300,000 people lines the streets to view the parade. In addition, the parade has taken place every year since 1957.

The History of the Indianapolis 500 & 500 Festival Timeline Research 1.) 1909 6.) 1945 11.) 1987 16.) 2000 2.) 1909 7.) 1946 12.) 1990 17.) 2005 3.) 1911 8.) 1957 13.) 1991 18.) 2008 4.) 1927 9.) 1977 14.) 1992 19.) 2010 5.) 1936 10.) 1977 15.) 1994 20.) 2014

Numbers, Numbers, Numbers of Indy 1. Simon Ron was faster by 1 minute, 20 seconds (1:20). He was faster because he took him less time to complete the race. 2. 1959-2017: 1,947 women (Must include 1959 and the current year.) 3. The driver completes 10 miles to qualify. 4. The cost difference between a mini-van and a racecar is $479,600. 5. Eddie Cheever was 70.553 miles per hour faster than Ray Harroun. 6. Janet Guthrie completed 220 laps during the three Indianapolis 500 races.

Numbers, Numbers, Numbers of the 500 Festival Parade 1. 15 feet x 8 feet = 120 feet2 divided by 3 feet = 40 yards2 2. 1,518 people walk in the parade. 3. 950 chairs must be set up. 4. 122 minutes = 2 hours, 2 minutes – 2 minutes too long 5. 1,320 in an hour; 15,840 in 12 hours

56 Qualifications Math 1. 4 vehicles 2. 25 tickets $155 3. .19 seconds difference—Ed Carpenter; his car is faster because he takes less time to travel around the oval. 4. $18 Yes, Calvin has enough money. $16.25 + $1.95 = $18.20 which is less than $20.

Indy by the Numbers 1. 34° 2. 38 years difference in ages 11 years passed between races 3. Open-ended response. Students must explain their choice. 4. One possible chart Indianapolis 500 Closest Finishes Year Drivers Time 1992 Al Unser Jr. over Scott Goodyear .043 of a second 2014 Ryan Hunter-Reay over Helio .060 of a Castroneves second 2006 Sam Hornish Jr. over Marco Andretti .063 of a second 2015 Juan Pablo Montoya over Will Power .104 of a second 2013 Tony Kanaan over Carlos Munoz .115 of a second

5. Castroneves collected $3,033,755 more.