1. Make a foldable to review the definition and examples of speed, velocity, and acceleration. Review with students the steps for creating an accurate line graph.
2. Students will be completing 6 races to graph their speed on a track and compare the graphs of these races. Note: You may want to use the student's actual times from track meets, but I discovered my students needed more data points to make an accurate graph. Students will need to construct 6 3-column data charts on paper to record their data on. The columns should be labeled: distance, time, and speed. Students will only work in the first two columns while collecting data. Additional class time will be given later in the lesson to practice speed calculations.
3. Divide the students into groups of 6 so that students can collect the most data points possible.
4. The Races:
- 100m Run: Students will complete a 100m race like they would during a track meet. Measure off the 100m distance and place a group member at 20m, 40m, 60m, 80m, and 100m. Students who are standing will time how long it takes the runner to get to their location during their run. The runner will announce start, and all timers will begin their timings. Once the runner has completed their run, the runner will record their data on their chart. Repeat this same race for all group members.
- 100m Walk: Repeat the same procedure as above, but use a walking pace.
- 200m Run: Repeat the same procedure as above with a running pace. This time have students mark at 50m, 100m, 150m, and 200m.
- 200m Walk: Repeat same as above with a walking pace.
- 4 x 100 Relay Run: Combine 2 groups and have students complete a relay race. Timers should record at each hand-off location. All timers will start when the first runner begins running.
- 4 x 100 Relay Walk: Follow the same procedure as above with a walking pace.
5. Once all data has been collected, return to the classroom and review how to calculate speed. Students should calculate speed for each segment of the race as well as average speed for the entire race. Allow students to use calculators if necessary for success.
6. Once all calculations have been done, then begin working with students to construct the 6 line graphs using the distance and time data collected above. Note: For struggling students, you may want to give them graphs with the labels already on the graphs.
7. After all line graphs have been constructed, discuss the differences between the walking graphs and the running graphs. Be sure to discuss the difference in the slope of the line that students should see. Talk to students about why their graphs are not always a straight line and what caused the changes they see. For relay races, discuss which group member had the slowest / fastest time and how they know. Make sure that students can apply concepts to the graphs and describe the motion.
8. After students are familiar with different situations on their own graphs, show students other distance vs time graphs and ask them to describe the motion that is happening on the graph.
