Effort Graph Worksheet

Name: ____________________________ Date: ____________________


Graph Title: ___________________________________________________


Instructions:

1. Label the x-axis (horizontal) Practice Time (minutes).
2. Label the y-axis (vertical) Flight Distance (centimeters).
3. For each practice trial, find the box that matches your time and distance. Draw a dot in that box.
4. When all dots are in place, connect them with a line to show how practice time affects distance.
   
   
   Blank Graph:

Distance (cm)
   ^
20 | □ □ □ □ □
15 | □ □ □ □ □
10 | □ □ □ □ □
 5 | □ □ □ □ □
 0 +—————————————> Practice Time (min)
      1  2  3  4  5

(Use a ruler to make straight lines if you like!)


Once your graph is complete, look at the shape of your line. What does it tell you about how effort (practice time) changes your performance? Be ready to share your observation!

Data Accuracy Rubric

Use this rubric to assess how accurately and neatly students record their practice data, create their graph, label it, and interpret their results.

Effort Experiment Teacher Script

Introduction (5 minutes)

(Teacher stands at the front holding a paper airplane.)
Teacher: "Good morning, super scientists and pilots! Today we have a special challenge called the Paper Airplane Challenge. We're going to make paper airplanes, practice flying them, and collect data to see how our effort—how hard we work—helps us get better. We will also learn about perseverance, which means sticking with something even when it’s hard, and about data, which is information like numbers and measurements."

Teacher: "First, let’s talk about some important words. Effort means the energy and work you put into something. Can you show me your strongest muscles when you think of putting in a lot of effort?" (Pause for students to flex.)
Teacher: "Wonderful! Now, data is the information we collect, like the numbers we get when we measure things. And perseverance means you keep trying, even if something is difficult. Raise your hand if you’ve ever kept trying to learn something new, like riding a bike! Great!"

Teacher: "I’m going to show you how to fold a simple paper airplane. Watch closely."
(Teacher folds airplane step by step, narrating each fold.)
Teacher: "Once it’s ready, I’ll fly it and measure how far it goes."

Teacher: "This is my first trial. My plane flew 12 centimeters. I will record '1 minute of practice' and '12 centimeters' on our chart. Now it’s your turn!"

Practice Trials (10 minutes)

(Teacher distributes paper strips, rulers, pencils, and timers.)
Teacher: "Now it’s your turn. You each have a paper strip, a ruler, a pencil, and a timer. When I say 'Go,' start your stopwatch and fold your airplane. After one minute, stop the timer, fly your plane once, and measure the distance. Write down how many minutes you practiced and how far your plane flew. Then set your timer again for one more minute of practice, fold, fly, and measure. Aim for at least five trials. I’ll walk around to help and cheer you on! Remember, more practice = more effort."

(Teacher circulates the room.)
Teacher: "Great folding, everyone! Keep trying different folds if you like. Measure carefully and record each trial. You’re doing awesome work!"

Record & Graph (7 minutes)

(Teacher passes out Effort Graph worksheets.)
Teacher: "Let’s graph our results! On your worksheet, write your name and today’s date. Next, label the bottom line—the x-axis—as Practice Time (minutes) and the side line—the y-axis—as Flight Distance (centimeters). Find Trial 1: if you practiced for one minute and flew 12 cm, find where 1 on the x-axis meets 12 on the y-axis. Put a dot there. Continue plotting each trial, then use your ruler to connect the dots in order with a straight line."

Teacher: "Who can show me how to label the x-axis?" (Pause for student response.)
Teacher: "Excellent! And who can show me the y-axis label? Perfect!"

Analyze Results (5 minutes)

(Teacher organizes students into pairs.)
Teacher: "Now turn to your partner and compare your graphs. Use the Data Accuracy Rubric to check each other’s work. Ask: Did you record every practice time and distance correctly? Are your dots and labels neat? Give each other a score and talk about how you might improve."

Teacher: "After you check, discuss one question: What trend do you see? Does more practice time lead to longer flights? Be ready to share your answer."

(After pairs discuss.)
Teacher: "Who can share what they observed about effort and improvement? How did your line on the graph change as practice time increased?"

Connect to Mindset (3 minutes)

(Teacher brings the class back together.)
Teacher: "Let’s talk about perseverance and effort. How did practicing help you get better? Can someone share a time when keeping at it made a big difference for you?" (Pause for student responses.)
Teacher: "That is wonderful! Remember, effort is like magic practice power—it takes time and hard work, but it helps you grow. Next time you learn something new—maybe reading, math, or a sport—use your effort and perseverance. Keep practicing, and you’ll see improvement!"

Teacher: "Great job today, scientists! Give yourselves a big round of applause. I can’t wait to see what you improve on next!"