Science lesson plan · 10th grade (Year 11 in England) · 30 minutes
Distance from the area under a velocity–time graph
Forces and motion
CCSS NGSS.HS-PS2-1CCSS NGSS.SEP 5England: GCSE Combined Science: Forces (Higher: area under velocity–time graph)
Objective and success criteria
Students will: Distance from the area under a velocity–time graph.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Read velocity–time graphs: gradient and motion
Leads to: Uniform acceleration: v² − u² = 2 a s
Materials: Force meters, Toy cars and ramps, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Read velocity–time graphs: gradient and motion). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
Hook · 3 min
- Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
- Share the objective: Distance from the area under a velocity–time graph. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: A velocity–time graph rises in a straight line from (0 s, 0 m/s) to (4 s, 4 m/s). How far does the object travel in this time, in m?
- Step 1: ½ × 4 × 4 = 8
- Step 2: So the answer is: 8 m
- Answer: 8 m
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- A velocity–time graph rises in a straight line from (0 s, 0 m/s) to (5 s, 10 m/s). How far does the object travel in this time, in m? → 25 mPrompt: Distance travelled = area under a velocity–time graph.
- A train travels at a constant 20 m/s for 60 s. On a velocity–time graph, what is the area under the line, and so the distance travelled, in m? → 1200 mPrompt: A constant velocity gives a horizontal line, so the area is a rectangle.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- A train travels at a constant 25 m/s for 40 s. On a velocity–time graph, what is the area under the line, and so the distance travelled, in m? → 1000 mPrompt: A constant velocity gives a horizontal line, so the area is a rectangle.
- A velocity–time graph rises in a straight line from (0 s, 0 m/s) to (5 s, 15 m/s). How far does the object travel in this time, in m? → 37.5 mPrompt: Distance travelled = area under a velocity–time graph.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Read velocity–time graphs: gradient and motion.
- Use concrete materials: force meters.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Uniform acceleration: v² − u² = 2 a s.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.
Free lesson plan from eurekami.com/lesson-plan-builder