Activity Overview
Distance and displacement are slightly different from each other. Distance is a scalar quantity that describes how much ground an object has covered. Displacement is a vector quantity that describes how far an object is from its starting position. A displacement-time graph normally puts displacement on the y-axis and time on the x-axis. Using S.I. units, displacement is measured in meters and time is measured in seconds.
In this activity, students will label displacement-time graphs and provide example scenarios. Students often get these confused with velocity-time graphs, so this activity will serve as both a way to introduce displacement-time graphs and serve as a visual reference for later!
Interpreting the Displacement-Time Graph
| Section | Description | Example |
|---|---|---|
| A | The object is moving at a constant speed. | Sandy is a park ranger. She is patrolling the park at a constant speed in her vehicle. |
| B | The object is stationary. | She sees a goose in her way and stops to let it pass. |
| C | The object moving at a constant speed in the same direction as section A, but not as quickly. | She continues again, but this time more slowly in case there are other animals. |
| D | The object is moving at a constant speed (more quickly than A and C), but in the opposite direction. | There was another animal, but not a goose! She quickly turns her vehicle around to go back to the ranger station at a high speed. |
As an extension, give your students a description of a journey and then have them create the graph themselves. This activity would also work if you got your students to label a velocity-time graph.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Label and interpret a distance time graph. Provide an example scenario to accompany it.
- Click "Start Assignment".
- Label the axes, making sure you include units.
- Label each color section of the graph and explain what is happening to the object in the description box.
- Come up with a narrative scenario to match the relative velocities and direction of travel.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Axis | Both the X and Y axis are correctly labeled. | The X or the Y axis is correctly labeled. | Neither of the axis labels are correct. |
| Labels | All four sections of the graph are correctly labeled with information about the relative speed and direction of travel. | At least three out of the four sections of the graph have been correctly labeled with information about the relative speed and direction of travel. | At least two of the four sections of the graph have been correctly labeled with information about the relative speed and direction of travel. |
| Narrative | Each section of the motion graph has a clear and correct explanation. | Most sections of the motion graph have a correct explanation but they are not always clear and sometimes muddled. | Few sections of the motion graph have clear and correct explanations. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
Activity Overview
Distance and displacement are slightly different from each other. Distance is a scalar quantity that describes how much ground an object has covered. Displacement is a vector quantity that describes how far an object is from its starting position. A displacement-time graph normally puts displacement on the y-axis and time on the x-axis. Using S.I. units, displacement is measured in meters and time is measured in seconds.
In this activity, students will label displacement-time graphs and provide example scenarios. Students often get these confused with velocity-time graphs, so this activity will serve as both a way to introduce displacement-time graphs and serve as a visual reference for later!
Interpreting the Displacement-Time Graph
| Section | Description | Example |
|---|---|---|
| A | The object is moving at a constant speed. | Sandy is a park ranger. She is patrolling the park at a constant speed in her vehicle. |
| B | The object is stationary. | She sees a goose in her way and stops to let it pass. |
| C | The object moving at a constant speed in the same direction as section A, but not as quickly. | She continues again, but this time more slowly in case there are other animals. |
| D | The object is moving at a constant speed (more quickly than A and C), but in the opposite direction. | There was another animal, but not a goose! She quickly turns her vehicle around to go back to the ranger station at a high speed. |
As an extension, give your students a description of a journey and then have them create the graph themselves. This activity would also work if you got your students to label a velocity-time graph.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Label and interpret a distance time graph. Provide an example scenario to accompany it.
- Click "Start Assignment".
- Label the axes, making sure you include units.
- Label each color section of the graph and explain what is happening to the object in the description box.
- Come up with a narrative scenario to match the relative velocities and direction of travel.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Axis | Both the X and Y axis are correctly labeled. | The X or the Y axis is correctly labeled. | Neither of the axis labels are correct. |
| Labels | All four sections of the graph are correctly labeled with information about the relative speed and direction of travel. | At least three out of the four sections of the graph have been correctly labeled with information about the relative speed and direction of travel. | At least two of the four sections of the graph have been correctly labeled with information about the relative speed and direction of travel. |
| Narrative | Each section of the motion graph has a clear and correct explanation. | Most sections of the motion graph have a correct explanation but they are not always clear and sometimes muddled. | Few sections of the motion graph have clear and correct explanations. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
How Tos about Displacement Time Graphs with Narratives
Create engaging displacement-time graph stories with your class
Storytelling helps students connect abstract graphs to real-life experiences. Turning data into memorable stories boosts understanding and makes lessons fun!
Brainstorm a relatable journey together
Ask students for ideas, like walking to school or a weekend adventure. Choose a scenario everyone understands to make the activity more meaningful and inclusive.
Map out key moments as graph segments
Guide students to break the story into distinct events—walking, stopping, turning around. Each event will become a section on the graph, linking narrative to data.
Sketch and label the displacement-time graph
Work together to draw the graph on the board or digitally. Label axes clearly and mark each segment with both a description and the story event it represents.
Discuss how the story matches the graph’s features
Review each part of the graph, connecting lines and slopes to the story. Ask students to explain how the graph shows movement, pauses, and changes in direction.
Frequently Asked Questions about Displacement Time Graphs with Narratives
What is a displacement-time graph and how is it different from a distance-time graph?
A displacement-time graph shows how an object's position changes over time, including direction, while a distance-time graph only shows the total ground covered, regardless of direction. Displacement is a vector (shows direction), but distance is a scalar.
How do you interpret a displacement-time graph in simple terms?
To interpret a displacement-time graph, look at the slope of the line: a straight upward or downward slope means constant speed, a flat line means the object is stationary, and changes in slope show changes in speed or direction.
What should students include when labeling a displacement-time graph?
Students should label the axes (displacement in meters on y-axis, time in seconds on x-axis), mark each section with what’s happening (moving, stationary), and add a narrative scenario matching the graph’s motion.
What is a good classroom activity to teach displacement-time graphs?
A great activity is to have students label a displacement-time graph and create a story or example for each section, helping them connect the graph's shape with real-life motion scenarios.
How can you tell the difference between a displacement-time graph and a velocity-time graph?
A displacement-time graph has displacement (meters) on the y-axis and shows position over time, while a velocity-time graph has velocity (meters/second) on the y-axis and shows how speed or direction changes over time.
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