Use a Think/Pair/Share to discuss the key features of the motion and the connections to the graphs (e.g., the initial position, when student walked towards/away from the CBR, when the graph is horizontal). pause the video after each walk for discussion Alternative whole-class activity: Students take turns using a Calculator Based Ranger (CBR™) or a motion detector, a graphing calculator and a display device (e.g., calculator overhead device, document camera) to create various graphs. Challenge them with scenarios that will change the graph (e.g., walk faster, stop, go towards and away from CBR, get a steeper line, create a vertical line). Have students engage in an activity requiring them to match a graph (e.g., Dist Match, an app found on the TI series of graphing calculators, using a CBR) in small groups. Action Task 2: Movie Theater Students watch three videos of stories describing motion and observe the graph features. Script and graph are provided onscreen. a man’s journey from his car to the movie theater a boy’s journey from his bike to the movie theater a skateboarder’s journey to the theater Discussion Prompts and Notes For each Movie Theatre Scenario identify: how the story describes what you are observing in the graph (use words from the Minds On - CBR Walk activity: away, towards, stopped, slower, faster, initial position) how the graph demonstrates what is happening in the story. Responses should include: if the person is walking (or riding) towards the theatre the graph rises to the right if the person is walking (or riding) away from the movie theatre, the graph falls to the right if the person is stopped, the graph is a horizontal line the initial position is the starting on the vertical axis if the speed is constant the graph is a straight line if the speed is changing the graph is a curve if the speed is faster the line or curve is steeper if the speed is slower the line or curve is less steep Common Errors: confusing what the graph looks like for movement away and towards the CBR confusing what the graph looks like for speeding up and slowing down thinking that a line rising to the right means going up hill thinking that a line falling to the right means going down hill
Use a Think/Pair/Share to discuss the key features of the motion and the connections to the graphs (e.g., the initial position, when student walked towards/away from the CBR, when the graph is horizontal). pause the video after each walk for discussion Alternative whole-class activity: Students take turns using a Calculator Based Ranger (CBR™) or a motion detector, a graphing calculator and a display device (e.g., calculator overhead device, document camera) to create various graphs. Challenge them with scenarios that will change the graph (e.g., walk faster, stop, go towards and away from CBR, get a steeper line, create a vertical line). Have students engage in an activity requiring them to match a graph (e.g., Dist Match, an app found on the TI series of graphing calculators, using a CBR) in small groups. Action Task 2: Movie Theater Students watch three videos of stories describing motion and observe the graph features. Script and graph are provided onscreen. a man’s journey from his car to the movie theater a boy’s journey from his bike to the movie theater a skateboarder’s journey to the theater Discussion Prompts and Notes For each Movie Theatre Scenario identify: how the story describes what you are observing in the graph (use words from the Minds On - CBR Walk activity: away, towards, stopped, slower, faster, initial position) how the graph demonstrates what is happening in the story. Responses should include: if the person is walking (or riding) towards the theatre the graph rises to the right if the person is walking (or riding) away from the movie theatre, the graph falls to the right if the person is stopped, the graph is a horizontal line the initial position is the starting on the vertical axis if the speed is constant the graph is a straight line if the speed is changing the graph is a curve if the speed is faster the line or curve is steeper if the speed is slower the line or curve is less steep Common Errors: confusing what the graph looks like for movement away and towards the CBR confusing what the graph looks like for speeding up and slowing down thinking that a line rising to the right means going up hill thinking that a line falling to the right means going down hill
U5A1_GraphsTellStories_TeacherNotes_AODA.docx