Objectives: 
· The student will be able to move in front of the motion detector, to
  create graphs on the monitor that accurately record their movement.  
· The student will be able to accurately describe movements needed to
  create a specific graph.  
· The student will be able to draw a graph if the descriptions of
  movements are presented.
· The student will be able to make immediate connections between the shape
  of a line graph and the phenomena that the graph represents.

Opening Strategy:  
Ask the students to think about and describe, "What causes the automatic
doors to open when you approach them at the supermarket?"

Procedure:
1. Watch the monitor as someone walks in front of the motion
   detector.  Ask the students, "What happens?"

2. Watch the monitor as someone stands in one place in front of the motion
   detector.  Ask the students, "What happens?"

3. Watch the monitor as someone walks toward the motion detector at a
   steady pace.  Ask the students, "What happens?"

4. Watch the monitor as someone walks away from the motion detector at a
   steady pace.  Ask the students, "What happens?"

5. What conclusions can you make based on what you just observed? 

6. Explain the components of the graph to the students: The x-axis
   (horizontal line) demonstrates the time elapsed in seconds.  The time
   starts at zero and continues until you tell it to stop.  The y-axis  
   (vertical line) shows the distance you move in meters.  

7. Watch me as I make a few graphs (make sure you are standing variable
   distances from the motion detector).  Why is the start point or
   intersection on the y-axis (vertical line/distance) different each
   time?  (The start point or intersection of the y-axis demonstrates the 
   distance the person is standing from the motion detector.)


   Ask a student to demonstrate how to make the following graph:


Dist.
        (meters)

		        Time (seconds)
	How would you move in front of the motion detector to make this
        graph?

9. Describe the movements needed to make this graph: 


	Dist.
      2.5 m



		   0    1    2    3    4    5    6    7    8    9    10
				Time (seconds)

10. Draw the following graph on your paper: The student moves toward the
    motion detector for a short time, then stands still for a long time,
    then moves toward the motion detector again, then moves away from the
    motion detector for a long time.  The time ends when he is moving away 
    from the motion detector.  

      Possible Answer:  



Closing Strategy:
Make sure each student has had the opportunity to experiment with the
motion detector.  This will help the students have a better understanding
of how their movements create a line graph.

Assessment:
Draw a graph and describe how you would move in front of the motion
detector to make the graph you drew.

Extension: 
· Demonstrate and discuss what happens when a student increases or
  decreases his or her speed as he or she walks toward or away from the
  motion detector.  What happens to the line?

Extension for higher grades or more advanced learners:
· Begin to discuss the slope (m) and y intersect (b) of the line. 
  
  slope = m = rise/run  or   y2 - y1/x2 - x1	
  
  b = the point at which the line crosses the y-axis

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