FLASH RUN!

Grade Level:
7th grade
Subject Area:
Science and Math
TEKS Addressed:
Science TEKS:
(2) Scientific investigation and reasoning. The student uses scientific inquiry methods
during laboratory and field investigations. The student is expected to:
(A) plan and implement comparative and descriptive investigations by making
observations, asking well-defined questions, and using appropriate equipment and
technology;
(B) design and implement experimental investigations by making observations,
asking well-defined questions, formulating testable hypotheses, and using appropriate
equipment and technology;
(C) collect and record data using the International System of Units (SI) and
qualitative means such as labeled drawings, writing, and graphic organizers;
(D) construct tables and graphs, using repeated trials and means, to organize
data and identify patterns; and
(E) analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
Math TEKS:

(4) Proportionality. The student applies mathematical process standards to represent

and solve problems involving proportional relationships. The student is expected to:
(A) represent constant rates of change in mathematical and real-world problems
given pictorial, tabular, verbal, numeric, graphical, and algebraic representations,
including d = rt;
(6) Proportionality. The student applies mathematical process standards to use
probability and statistics to describe or solve problems involving proportional
relationships. The student is expected to:
(G) solve problems using data represented in bar graphs, dot plots, and circle
graphs, including part-to-whole and part-to-part comparisons and equivalents;
(H) solve problems using qualitative and quantitative predictions and
comparisons from simple experiments; and
Directions:
After the students have a good understanding of how to find d=rt we will design
an experiment to find individual speeds and our average speed as a class. We will
create a graph and a table and evaluate the information that we are given. While the
students also get practice with developing a hypothesis, learning to collect data and use
that data to find other information.
Procedure:

1. The students will begin by developing a question. (What are trying to find? Who
is going to be the fastest? Slowest?)
2. The students will then develop an answer (Hypothesis) to that question.
3. Everyone will then need a partner, so that one will time the other, as the other
runs, walks, jogs whatever they choose the 100m dash.
4. Once partners are chosen each pair needs one stop watch and a calculator.
5. We are going to go out to the track, once we get there half of the students will go
to one end of the 100m while the timers stay at the opposite end.
6. You will line up in groups of 3, make sure your partner knows when you are
going. The timers will line up in the same order as their partners. I will count you
off, ready, set, go.
7. At that time the timers will start their time and you will run, walk, or jog the 100
meters to the timer.
8. When you reach your timer, they will stop the time. Record your time.
9. Once we have gone through that portion of the runners, we will switch and the
next partner will be the timer. We will set up again and do it once more.
10.
When everyone is finished we will go back to the classroom, once we get
back to the classroom you will record your observations and evaluate your data.

In the table you will put you and your partners times and the distance, then you
will discover what both of your Rate/Speed was.
11.
Tomorrow we will be collecting everyones data as a class and create a
table and graph together. You will also want to record this on your own.
12.
After that you will draw your conclusions. What your hypothesis correct?
Why or why not? And answer a few other questions
13.
When they have completed the packet they will turn it in to be graded.

Assessment:
We will come together as a class to create our table and graph, each student will each
input their own information into the table. I will assess if they have found their rate
properly and each will discuss how they found their answer, I will make sure their
number is accurate. Then to make sure our data is correct if they did not find the correct
rate we will work together and fix the issue. After we have created our graph and table,
they will also have a copy in their packet so they also had practice creating the graph by
hand by themselves. I will collect the packets so that I can assess if they had an
understanding and knew how to create a hypothesis and conclusion. And answer other
questions that can be found from the data we collected.
I was trying to connect real world situations to the equation d=rt along with showing
them that science is easily used in a math class. They were getting practice learning
how to design an experiment and form a hypothesis. Also they were learning to collect
and use data which is both a science and math concept. This is all very important
because we readily do this on a daily basis it is a great way to get the students thinking
and also up and moving which we always need more of in schools.
Source:
I designed the worksheet on my own. But the idea of doing a 100m dash to discover