1. TIME…SPEED…DISTANCE
2nd Grade
Gardner

2. What will this help us learn?
S2CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
d. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.
S2CS5. Students will communicate scientific ideas and activities clearly.
c. Use simple pictographs and bar graphs to communicate data.
S2CS6. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that:
a. When a science investigation is done the way it was done before, we expect to get a similar result.
b. Science involves collecting data and testing hypotheses.
c. Scientists often repeat experiments multiple times and subject their ideas to criticism by other scientists who may disagree with them and do further tests.
d. All different kinds of people can be and are scientists.
S2P3. Students will demonstrate changes in speed and direction using pushes and pulls.
b. Demonstrate the effects of changes of speed on an object.

3. How does speed and time affect distance?
Your Challenge:
Run two trials to determine how speed and time affect distance.
Your Materials:
SPRK+, iPad, point markers (2), STEM journals
Your Team:
You will be working in your SPHERO groups.

4. How can I practice using the 4Cs in order to be “THE ULTIMATE TEAMMATE
Communication is required to share your thoughts
Collaboration is required as you make decisions and take turns
Creativity may be useful to do something in a new way
Critical Thinking may be helpful to solve any problems that arise

5. Directions:
Step 1. Use a roll command to program your Sphero with the following variables…
Seconds: 6
Speed: Choice
Heading: 0 degrees
Step 2. Place your Sphero on the ground, mark your spot, and run the program.
Step 3. Mark your end spot. Measure the distance from your robot’s start position to its end position. Record on record sheet.
Step 4. Repeat steps 1-3 so you have run the program 2 separate times Each time, change your speed variable by at least 20 points. *If you hit an obstacle during your run, disregard and re-test.
Step 5. Fill out the chart on your record sheet after each trial.
Step 6: Group chart and discussion.