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Science lesson plan · 8th grade (Year 9 in England) · 30 minutes

Distance–time graphs

Forces and motion

CCSS NGSS.MS-PS3-1CCSS NGSS.HS-PS2-1England: KS3 Physics: Motion and forces (describing motion)England: KS4 Combined Science: Forces and motion

Objective and success criteria

Students will: Distance–time graphs.

  • 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: Speed = distance ÷ time

Leads to: Read velocity–time graphs: gradient and motion

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 (Speed = distance ÷ time). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. A cyclist travels 60 m in 5 s. What is the average speed, in m/s? → 12 m/sPrompt: speed = distance ÷ time
  2. A car travels at an average speed of 50 km/h for 0.5 hours. How far does it travel, in km? → 25 kmPrompt: distance = speed × time
  3. A remote-control car moves at 25 m/s. How long does it take to travel 75 m, in seconds? → 3 sPrompt: time = distance ÷ speed

Hook · 3 min

  • Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
  • Share the objective: Distance–time graphs. 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: Distance (m) against time (s) for a walk: (0, 0), A (10, 20), B (30, 20), C (50, 140). What was the average speed for the whole walk, in m/s? Give 2 decimal places.
  • Step 1: 140 ÷ 50 = 2.8
  • Step 2: So the answer is: 2.8 m/s
  • Answer: 2.8 m/s
  • 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.
  1. Distance (m) against time (s) for a walk: (0, 0), A (20, 100), B (30, 100), C (40, 110). What was the average speed for the whole walk, in m/s? Give 2 decimal places. → 2.75 m/sPrompt: Average speed = total distance ÷ total time.
  2. Distance (m) against time (s) for a walk: (0, 0), A (20, 80), B (40, 80), C (50, 110). What was the average speed for the whole walk, in m/s? Give 2 decimal places. → 2.2 m/sPrompt: Average speed = total distance ÷ total time.

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.
  1. Distance (m) against time (s) for a walk: (0, 0), A (20, 40), B (40, 40), C (50, 50). What was the average speed for the whole walk, in m/s? Give 2 decimal places. → 1 m/sPrompt: Average speed = total distance ÷ total time.
  2. Distance (m) against time (s) for a walk: (0, 0), A (20, 80), B (30, 80), C (40, 140). What was the average speed for the whole walk, in m/s? Give 2 decimal places. → 3.5 m/sPrompt: Average speed = total distance ÷ total time.

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: Speed = distance ÷ time.
  • 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: Read velocity–time graphs: gradient and motion.
  • 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-8.

Free lesson plan from eurekami.com/lesson-plan-builder

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Distance–time graphs

Name

Date

Score/ 6

  1. Question 1

    The graph shows a walk: distance (m) against time (s). Points: (0, 0), A (10, 40), B (30, 40), C (40, 70). What was the speed from the start to A, in m/s?

    xy81624324081624324048566472800(0, 0)ABC

    Answerm/s

  2. Question 2

    Distance (m) against time (s) for a walk: (0, 0), A (10, 50), B (20, 50), C (40, 90). In which section was the walker stationary (not moving)?

    xy102030401020304050607080901000(0, 0)ABC
    • A. from the start to A
    • B. from A to B
    • C. from B to C

  3. Question 3

    Distance (m) against time (s) for a walk: (0, 0), A (20, 40), B (40, 40), C (50, 70). What was the average speed for the whole walk, in m/s? Give 2 decimal places.

    Answerm/s

  4. Question 4

    The graph shows a walk: distance (m) against time (s). Points: (0, 0), A (20, 60), B (30, 60), C (40, 120). What was the speed from the start to A, in m/s?

    xy153045910(0, 0)ABC

    Answerm/s

  5. Question 5

    Distance (m) against time (s) for a walk: (0, 0), A (10, 40), B (30, 40), C (50, 80). In which section was the walker stationary (not moving)?

    xy4545900(0, 0)ABC
    • A. from the start to A
    • B. from A to B
    • C. from B to C

  6. Question 6

    Distance (m) against time (s) for a walk: (0, 0), A (20, 100), B (30, 100), C (40, 160). What was the average speed for the whole walk, in m/s? Give 2 decimal places.

    Answerm/s

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Answer key: Distance–time graphs

  1. 1. 4 m/s

  2. 2. B. from A to B

  3. 3. 1.4 m/s

  4. 4. 3 m/s

  5. 5. B. from A to B

  6. 6. 4 m/s