1

MOTION LEARNING SEGMENT

Stage 1: Focus of Learning Segment

The central focus of this learning segment is to introduce how motion is represented on a
distance-time graph. Students will learn how to read and interpret a line graph comparing two
quantities with different units, distance and time, to explain an object’s motion. Students will engage
in learning by using a motion detector to graph their movements. To be literate in the scientific field,
students must be able to understand how to interpret and communicate the meaning of a graph. This
learning segment will help explain the real-world phenomena of movement and help prepare
students for future physics concepts such as Newton’s Laws of Motion.

Established Goals

Science State and District Standard:

SC.6.PS.4
An object's motion can be described by its speed and the direction in which it is moving. An object’s
position and speed can be measured and graphed as a function of time.

Interdisciplinary Goals

CCSS.Math.Practice.MP2
Reason abstractly and quantitatively.

CCSS.Math.Practice.MP4
Model with mathematics.

CCSS.Math.Content.8.F.B.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g.,
where the function is increasing or decreasing, ​linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.

CCSS.Math.Content.6.RP.A.3.d
Use ratio reasoning to convert measurement units; manipulate and transform units appropriately
when multiplying or dividing quantities.

CCSS.ELA-Literacy.W.6.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.6.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Students will know…. Students will be able to…

 2

Students will know that an object’s motion can Students will be able to ​interpret​ a distance versus
be represented on a line graph, specifically a time graph in order to ​describe​ the object’s motion
distance-time graph. in terms of distance, time and direction of the
object from a starting point.
Students will know that the x-axis of the graph
signifies the time period of the object’s motion Students will be able to ​predict​ the motion
and the y-axis represents the object’s distance necessary to ​generate a​ n accurate motion graph
from a starting point. with a motion detector, given a specific scenario of
an object’s motion.
Students will know that speed equals distance
divided by time. Students will be able to ​match​ written scenarios
with corresponding motion graphs.

Students will be able to ​compose​ a written story

​ escribes​ all
that specifically and accurately d
aspects of a given distance-time graph.

Students will be able ​to infer​ an object’s speed by

comparing and contrasting ​the slope of lines
generated by a motion detector.

Students will be able to ​use​ the slopes of the lines

to ​calculate​ the speed of an object.

Vocabulary Academic Language

x-axis Discourse:
y-axis Students will engage in academic learning through
Starting point collaboration in whole class and small group
Distance discussions. Students will work together to discuss
Time the motions necessary to generate a specific graph
Stationary using a motion detector. Students will be using
Units vocabulary specific to this learning segment and
Speed the science discipline in general to give reason for
the shape of a certain graph in response to an
object’s motion.

Syntax and Function:

Students will use technology such as a motion
detector to discover how the motion of an object is
represented on a distance-time graph.

In order for students to be able to interpret and

specifically describe an object’s motion in any
given graph, students will learn to read the symbols
on the graph (each line segment) and work
together, as well as independently, interpreting
 3

written motion scenarios to match with

corresponding motion graphs.

Stage 2-Assessment Evidence Gathered in Learning Segment

Formal Informal

Lesson 4 Lesson 1
● Students will write a creative story ● Teacher will use a checklist to assess
about a specific motion graph, student learning during whole class
describing the object or subject in discussions and active participation using a
motion according to the graph’s line motion detector.
segments. ● Students will complete an exit ticket
● Students will be provided a sample assessing their understating of what the
story, as well as a criteria checklist to lines on the graph mean in terms of
guide them. The same criteria checklist distance towards and away from a starting
will be used to assess students’ point. Assessment criteria is found in Part
understanding of interpreting and D_Assessments.
describing the distance-time line graph. ● Homework assignment will assess
students’ understanding of what the line
segments on the graph represent in terms
of an object’s distance.

Lesson 2
● Teacher will use a checklist to assess
student learning during whole class
discussions and active participation using a
motion detector.
● Questions embedded in the visual and
interactive PowerPoint presentation shown
via Nearpod.
● Students will complete an exit ticket to
assess their ability to communicate through
writing the motion of an object on a given
graph.
● Homework assignment will assess
students’ ability to communicate through
writing the object’s motion in each line
segment, using specific distances and
times. It will also assess their ability to
 4

interpret a graph based on a given

scenario.

Lesson 3
● Teacher will use a checklist to assess
student learning during whole class
discussions and active participation using a
motion detector.
● Students will complete an exit ticket to that
assesses their ability to read a graph in
order to predict the section of the graph
that the object was moving the fastest and
identify distances and times for each
section of the graph to calculate speed.
● Homework assignment will assess
students’ ability to collect data from a graph
and use the data to calculate the speed of
the object in each line segment.

Lesson 4
● Warm Up—
o Students will collaboratively work on
a worksheet that assesses students’
ability to read and interpret a motion
graph to answer questions regarding
the object’s distance, times, and
speeds. Teacher will assess
understanding through observation
and call on students at random to go
over the warm up. Teacher will also
walk around while students are
working to observe and intervene
when needed.
 5

LESSON ONE

Instructional Environment: Instruction Duration: Number of Students:

General Classroom 65 Minutes 29

Central Focus of the lesson: ​In this lesson, students will be introduced to how an object in motion
is illustrated on a distance versus time graph. The focus of this lesson is to familiarize students with
the x and y axis for a distance-time graph and the shape of the graph when an object moves away
from the starting point (reference point), towards the starting point, or stays stationary.

Objectives:
1. Students will be able to ​predict​ the shape of a graph given a scenario of object’s motion, in
reference to the motion detector.
2. Students will be able to ​name​ the x and y axis for a distance time graph.
3. Students will be able to ​formulate​ a prediction of the shape of the graph given an objects motion.
4. Students will be able to ​use​ a motion detector and the graph generated, to ​evaluate​ how an
object’s motion is illustrated on a distance-time graph.

Standard Addressed:
SC.6.PS.4 An object’s motion can be described by its speed and the direction in which it’s moving.

CCSS.Math.Content.8.F.B.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g.,
where the function is increasing or decreasing, ​linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.

CCSS.ELA-Literacy.W.6.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.

Materials:
-​Motion Detector and Software
-Projector
-Popsicle Sticks to call on students at random
-Worksheets:
-Warm up
-Prediction / Actual Graph
-Graph to write story about
-Motion Graph Homework
 6

Introduction | Whole Class

3 Minutes | Review: What is Motion?

1. This lesson will commence by the teacher asking, “Who will recall and summarize for me
what we did last class? What did we talk about? What were the new terms we learned?”
2. Teacher will call on students to answer and recall what we did last class.
3. This conversation can end once students mention the following:
a. An object is in motion if it changes position relative to a reference point.
b. We can use a reference point to determine if an object is in motion
c. We looked at two filmstrips to determine the objects in motion and evaluate the
motion of the objects in reference to the stationary objects in the background.

5 Minutes | Warm-Up | Activate Prior Knowledge

1. Following the review discussion, the teacher will explain that today they will be looking at
what an object’s motion looks like on a graph. Teacher will read the lesson goals to the
students:
a. I can predict and illustrate an objects motion on a graph.
b. I can explain the shape of the graph based on the objects distance and time.
2. Teacher should pass out the warm up worksheet to the students and then orally explain the
following directions (which are also written on the worksheet):
a. On this warm up you will see three blank graphs. For graph 1, you are to draw what
the graph would look like if the object was moving away from the starting point at a
constant pace. On graph 2, draw what the graph would look like for an object at rest,
and on graph 3, draw what the graph would look like if the object was moving towards
the starting point.
b. Teacher should also explain that this is tell you (the students) what they know about
motion graphs and that it is ok to leave it blank if they have absolutely no idea.
Teacher should encourage students to predict what they think the graph might look
like.
3. When students are done, the teacher will ask for volunteers to share what they put or what
they predicted.

Learning Activities | Whole Class

15 Minutes | Explain Motion Detector

1. After students complete the warm up and volunteer to share, the teacher will show the
students what the motion detector is. Teacher should tell the students that they will be
walking in front of this motion detector and while they are walking, a graph will be generated
 7

simultaneously according to the walker’s motion.

2. Teacher will project the graph that will illustrate the motion.

3. Teacher will call on students at random to come up to the board and identify the x and y axis
of this graph and to read the x and y axis labels.

4. Teacher should then ask the class: “So if we know the x and y labels, what is this graph
going to tell us about the objects motion?”

a. Answer should be: We will be able to see the distance the object is (in meters)
relative to the starting point/reference point (motion detector) and the time (in
seconds).

5. To show students how it works, teacher will pick a popsicle stick with the student’s names on
them to choose a student at random. The student chosen will come up to the front of the
classroom, stand in front of the motion detector and listen to the teacher’s instructions:

a. Teacher will go to the computer and start the motion detector program. Teacher will
tell the student to start walking away from the motion detector, and students will see
the graph being generated as the student is walking. A whole class discussion should
commence about what we just noticed about the shape of the graph, what it told us
about the distance and time of our object (the walker) in reference to the starting point
(the motion detector).

b. Teacher will do the same as before, and this time tell the student to start at the wall
and walk towards the motion detector. A similar whole class discussion should
commence about what was generated.

c. Lastly, the teacher should start the program again and tell the student to just stand
still. The teacher will commence a whole class discussion about what the graph looks
like and why it looks the way it does.

d. The student volunteer can now go back to his or her seat.

35 Minutes | Using the Motion Detector

6. The teacher should now pass out the prediction/actual graph worksheet and explain to the
students that she is going to describe a motion or series of motions and they will predict the
graph according to the motion of the object. Students will be called on at random (picking
popsicle sticks with their names on it) to either share their prediction about what the graph
 8

should look like ​or​ they will be the ones to walk in front of the motion detector performing the
series of motions.

7. Once every student has a worksheet, the teacher will describe and demonstrate what is
going to happen in the first event:

a. This student is going to start by standing in front of the motion detector and simply
walk away from the motion detector towards the other wall.

8. Students should make their predictions about what the graph will look like on their papers.

9. Teacher will pick a student at random to come up to the board and show the class what they
predicted the graph will look like. After the student draws what they predicted, the teacher will
ask the class if they would like to challenge the prediction. If a student wants to challenge,
that student will come up to the board, draw what they predicted, and explain why. If no
challengers, teacher moves on by picking a student at random to come perform the action.

10. Student selected will come up to the front of the class, teacher will count “3, 2, 1, walk” and
start the program and the student will start walking. After the graph is generated the teacher
will say, “Raise your hand if your prediction was accurate.” A whole class discussion will
commence about what the graph shows about distance and time. Teacher should call on
students to discuss the graph.

11. Steps 7-10 will repeat for the following motion series:

a. Student will stand at the wall and walk towards the motion detector.

b. Student will stand in front of the motion detector, walk away from the detector for a
little, then stop, and stand still.

c. Student will stand at the wall, walk towards the motion detector for a little, then stop,
and stand still.

d. Student will start by standing in front of the motion detector, walk away from the
motion detector and then turn around and come back towards it.

e. Student will start by standing in front of the motion detector, walk away for a little,
then stand still for a little, and then walk back towards it.

f. Student will start by away from the motion detector on the opposite side of the room,
walk towards the motion detector, then stand still, and then turn around and walk
away from the motion detector.
 9

12. After those series above are complete, the teacher will tell the students that they are going
to be challenged. The teacher will project a graph at random, and this time, the students will
have to discuss in their groups what the walker needs to do in front of the motion detector in
order to match the shape of the graph shown. Teacher will call on a student at random to be
the walker and that students table will have to guide that student through the motion series to
match the graph projected.
a. This will happen three times.

Closure | Group Work

7 Minutes | Exit Ticket

1. Following the motion graph exploration. The teacher will give each table a motion graph (all
tables will get the same graph). As a group, they are to come up with specific directions they
would give someone trying to recreate the graph using the motion detector. Students should
be using the phrases away or towards starting point as well as the term stationary to describe
an object that is not moving.
2. Teacher will collect each group’s exit ticket and assess learning as a whole table. The
teacher will be looking for whether or not the students were able to generally explain if the
object would be moving away from the starting point if the graph’s line was increasing,
coming towards the starting point if the graph’s line was decreasing, or stationary if the graph
showed a horizontal line.
3. As students finish their exit ticket, teacher should come around, collect the tickets, and hand
them their homework worksheet, which further covers the general motion of an object on a
graph.

Accommodations
● Sign Language Interpreter
● Microphone and FM
● Repeated instruction and clarification when necessary
● Visual modeling using technology to illustrate an object in motion with corresponding graph
being generated through motion detector software.

Modifications
● The intervention specialist modifies homework.
● Some students will show satisfactory with understanding by being able to verbally explain
two out of the three general lines generated on a motion graph.

LESSON TWO

Instructional Environment: Instruction Duration: Number of Students:

General Classroom 70 Minutes 29
 10

Central Focus of the lesson: ​In this lesson, students will continue exploring aspects of a motion graph
through engagement of a motion detector. The focus of this lesson is to continue examining the shape of
the graph according to an object’s motion in respect to the object’s distance traveled and time-period.
Further, students will compare and contrast certain scenarios of an object in motion and given
distance-time graphs to distinguish matching scenario-graph pairs.

Objectives:
1. Students will be able to ​describe ​the necessary motion’s needed to take place in front of the motion
detector to be able to match a given graph
2. Students will be able to ​explain​ an object's motion relative to a reference point on a motion graph using
the terms distance and time.
3. Students will be able to ​match​ written scenarios with corresponding motion graphs.
4. Students will be able to ​use​ a motion detector and the graph generated to ​evaluate​ how an object’s
motion is illustrated on a distance-time graph.
5. Students will be able to ​write​ a story to explain the general motion of an object given a certain motion
graph.

Standard Addressed:
SC.6.PS.4 An object’s motion can be described by its speed and the direction in which it’s moving.

CCSS.Math.Content.8.F.B.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where
the function is increasing or decreasing, ​linear or nonlinear). Sketch a graph that exhibits the qualitative
features of a function that has been described verbally.

CCSS.ELA-Literacy.W.6.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.

Materials:
-​Motion Detector, Logger Lite Software, Projector
-Popsicle Sticks to call on students at random
-Chrome Books
-Nearpod Presentation Session Code: CFVHO
-Worksheets:
-Stories and Graphs
-Interpret Motion Homework
Introduction | Whole Class

5 Minutes | Beginning of Class

1. Before beginning, teacher should have the motion detector and software ready. Teacher should
also log onto her Nearpod account and start a “Live Session”.
2. Once students come to class and are settled in their seats, they are to write their homework down
in their planners.
 11

3. When students have their homework written down, they are to get their Chromebooks. They are
assigned their own chromebook and should grab the one they are assigned.
4. Once all students have their chromebooks, they need to go to:
a. www.nearpod.com
b. Click “Join Session”
c. Type: CFVHO
d. Student’s should wait until all students have joined the session and the teacher begins the
presentation.

7 Minutes | Review Motion Detector | Activate Prior Knowledge

5. Every student will be viewing the Nearpod Presentation on his or her chromebooks, while it is also
presented on the projector screen. The teacher has control over the advancement of the slides.

6. The first slide serves as the student’s warm up. Students are to complete this warm-up by drawing
their response on slide #3 in the Nearpod Presentation.
a. Directions: ​What would the motion graph look like if someone…stood right in front of the
motion detector, walked away for a few seconds, stopped for a few second, then continued
walking away. D ​ raw the graph on the next slide. Make sure you include the labels for both
the x and y-axis (time and distance).

7. Give students 1-2 minutes to complete this task. Teacher should be walking around making sure all
students know how to draw their response in the presentation. Teacher can check the status of the
students by looking at the main presentation page, which shows student’s work at live time.

8. As teacher is quickly examining the student’s responses, teacher should select a response and
have a whole group discussion. This discussion should commence by the teacher asking if the
graph presented accurately represents the motion of the person in front of the motion detector.
Teacher needs to make sure students elaborate and explain why or why not the graph selected
works. Teacher should showcase 2-3 drawings, and at least one that doesn’t accurately represent
the motion scenario presented.

30 Minutes | Review Motion Detector | Activate Prior Knowledge

9. Teacher continues advancing the Nearpod Presentation as student’s view it at their desks on their
chrome books. The following presentation slides will require student participation through group and
whole class discussions, and movement in front of the motion detector

10. Teacher will present slide 4, which shows a distance-time graph. Students are to discuss at their
tables for 30 seconds, what the walker would have to do in front of the motion detector to make the
graph shown. Teacher will walk around listening to student conversations and redirecting them if
 12

they are confused or off track.

11. After thirty seconds, teacher will elicit the thoughts discussed at the students table. An anticipated
student response is similar to: “The person will start right in front of the motion detector, move away
from the motion detector, stand still then continue walking away.” The teacher should accept this
response but scaffold through questioning to further student’s responses to make it more
descriptive. For example, teacher might ask, “What is the distance the walker will start?” “What is
the distance the walker will stop at? For how long? What are our units?”

12. After the whole class is at a consensus about the motion necessary in front of the motion detector
to generate a similar graph, the teacher will pick a student at random using the classroom sticks.
This student will be the “walker” and serve as the object in motion. The “walker” will begin walking
on the teacher’s count of three and start moving accordingly to “match” the graph. Classmates are
encouraged to shout out “directions” to the walker.

13. After the “walker” walks, the teacher should ask students if the graph generated was similar to the
one they had to match and if their “directions” were accurate. If there was an error with the graph
generated, a discussion about the error should commence depending what the graph shows.

14. Teacher should continue the presentation and on slide 6 students will take a quick two question
quiz to assess understanding and keep student’s on task. This should take 1 minute.
a. Question 1: What happens to the distance as the object gets further from the starting point?
A. The distance increases B. The distance decreases
b. Question 2: In the picture, about how many meters away is the object from the starting
point? A. 1 meters B. 2 meters C. 3 meters

15. Continuing practice with the motion detector and describing/explaining the motion of the object,
another graph will be presented (slide 7) to the students for which they are to discuss at their tables
what the walker should specifically do in front of the motion detector to create the graph shown.

16. After thirty seconds, teacher will elicit the thoughts discussed at the students table. An anticipated
student response is similar to: “The person will start 2 meters away from the detector, stand still for
7 seconds, then walk towards the motion detector” The teacher should accept this response but
scaffold through questioning to further student’s responses to make it more descriptive. For
example the teacher should ask, “​What classroom tools can we use to make sure we are two
meters away from the motion detector when we start (meter stick)?” or “For how many seconds
should the person in motion stand still?” “How long should the walker walk for when they start to
walk towards the motion detector?” “How do we know the walker should not walk away from the
motion detector?”

17. After the whole class is at a consensus about the motion necessary in front of the motion detector
to generate a similar graph, the teacher will pick a student at random using the classroom sticks.
This student will be the “walker” and serve as the object in motion. The “walker” will begin walking
 13

on the teacher’s count of three and start moving accordingly to “match” the graph. Classmates are
encouraged to shout out “directions” to the walker.

18. After the “walker” walks, the teacher should ask students if the graph generated was similar to the
one they had to match and if their “directions” were accurate. If there was an error with the graph
generated, a discussion about the error should commence depending what the graph shows.

19. Following this motion example, students will be prompted another check for understanding question
within the presentation. This question asks students to respond to the question: “Why does the
graph start at 2? What does “2” mean?” Give students a minute and a half to respond to this
question. Allowing more time if necessary.

20. The process (15-18) will continue for another graph. For the graph students are given on slide 10 of
the Nearpod Presentation, students should explain the walkers motion as follows: ​“Start 3 meters
away from the motion detector, walk towards the motion detector, then walk away from the motion
detector.” ​Teacher should ask for more specification and scaffold by asking students to elaborate
on their responses using specific distances and times.

21. At this point, students are ready to examine stories that correspond to certain graphs.

Learning Activities | Whole Class

15 Minutes | Which Story Match’s the Graph?
*​This is where the misconception about the motion graph representing hills will be discussed.

22. Teacher should continue to slide 12 in the Nearpod. Teacher should read both stories and students
should work as a group to discuss what story represents the motion of the graph shown.

23. Teacher should walk around listening to student conversations and asking prompting questions as
appropriate.

24. Teacher should take a class survey by asking students to raise their hand if they thought story A
matched the graph, and then ask about story B. Have students who said story A share why, and
then have students from story B share why.

25. After/during student explanations, teacher should model how to annotate the graph by writing the
parts of the story on the graph.

Group Work
10 Minutes | Which Story Match’s the Graph?

26. As a group, students will be given an envelope with 6 graphs and 4 stories. Students are to work
together to match the written story with the appropriate motion graph. Not all graphs will have a
 14

story to match to. When a group finishes their matching, they need to raise their hand and the
teacher will come and check their matching, and ask them follow up questions to check for
understanding.
a. Example questions from teacher: “Explain to me why you matched this story with this
graph?” “What does the vertical line in this graph tell you? Can we have a vertical line?”
“What if the story said….” “How did you know the story didn’t match with this graph (show
another graph)?”

Closure | Exit Ticket

5 Minutes | Write a story

27. After teacher has met with the group to check their matching, she will tell the group their exit ticket
is to INDIVIDUALLY write their own story that represents the motion in graph B.

Accommodations
● Nearpod Presentation so all students can see the presentation via their chromebooks.
● Sign Language Interpreter
● Microphone and FM
● Repeated instruction and clarification when necessary
● Visual modeling using technology to illustrate an object in motion with corresponding graph being
generated through motion detector software.

Modifications
● The intervention specialist modifies homework.
● Some students will show satisfactory with understanding by being able to verbally explain two out of
the three general lines generated on a motion graph. (increasing, decreasing, or horizontal).

LESSON THREE

Instructional Environment: Instruction Duration: Number of Students:

General Classroom 80 Minutes 29

Central Focus of the lesson: ​In this lesson, students will apply their knowledge of the aspects of a
distance-time graph to consider how one can use the graph to calculate an object’s speed. Students will
continue to construct knowledge with the use of a motion detector. The lesson will be focused on applying
and expanding student’s current knowledge. Students will be able to use deductive reasoning to predict the
line of an object moving fast vs. slow as well as evaluate the graph to find speeds. This interdisciplinary
lesson focuses on the Common Core Mathematical Practice, reason abstractly and quantitatively, as well as
a mathematical standard above grade level.
 15

Objectives:
1. Students will be able to ​name t​ he two units of information needed to calculate speed.
2. Students will be able to ​calculate​ the speed of an object in motion by ​using and applying​ the
information provided on a distance-time graph.
3. Students will be able ​infer​ an object’s speed by​ comparing and contrasting ​the slope of lines
generated by a motion detector.
4. Students will be able to ​predict ​the speed of an object based on the slope of the line.

Standard Addressed:
SC.6.PS.4 An object’s motion can be described by its speed and the direction in which it’s moving.

CCSS.Math.Practice.MP2
Reason abstractly and quantitatively.

CCSS.Math.Practice.MP4
Model with mathematics.

CCSS.Math.Content.6.RP.A.3.d
Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when
multiplying or dividing quantities.

CCSS.Math.Content.8.F.B.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where
the function is increasing or decreasing

CCSS.ELA-Literacy.W.6.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.

Materials:
-​Motion Detector, Logger Lite Software, Projector
-Popsicle Sticks to call on students at random
-Slide show presentation
-Worksheets:
-Warm-Up | Exit Ticket
-Speed Homework WS
Introduction | Whole Class
7 Minutes | Beginning of Class

1. As students come in and get settled, they should write their homework in their planners which is projected
on the board. Teacher should also collect homework from the previous lesson. Teacher should also hand
back students written stories from the previous lesson so they see their feedback.

2. Students should begin working on the warm-up worksheet on their desks. This warm-up contains three
stories written by their peers from the exit ticket in the previous lesson. They are to interpret the story and
provided graph to see if the story written, matches with the graph. They should be ready to verbally explain
 16

why or why not the story matches the graph. Students will have 5 minutes to work on this before a whole
class discussion to go over the stories.

3. After 5 minutes, teacher should project the slide show for this lesson. The first slide tells the students to
complete the warm up. The second slide is the first story and graph on their warm-up handout. Teacher will
select someone at random using the popsicle sticks to have them read the story provided. Another student
will be selected to explain if the story matches the graph and explain why. Students will be encouraged to
come up to the board and annotate the graph according to the story to help them explain their reasoning.
This process will be done for the next two stories.

5 Minutes | Speed PowerPoint | Activate Prior Knowledge

4. Think-Pair-Share
a. ​Think​: Projected on the screen (slide 5 of slide show will be a picture of a road with a car and a speed
limit sign. Students will start with an individual quick write to activate their prior knowledge and
thoughts. Students are to take out a sheet of notebook paper, and write for 1 minute or until teacher
tells students to stop.
Directions for students: ​For one minute, jot down any words, phrases, memories, symbols or terms that
come to mind when you look at the picture.
b. ​Pair:​ Students should now pair up with their tablemates and share their lists, discussing similarities and
differences from what they each jotted down. Students will have 1 minute to discuss and create a
master group list.
c. ​Share: ​Teacher will then give the following directions: ​Once your group has discussed the
similarities and differences in your lists, select one or two ideas from your master list you want to
share with the class. Come up to the side white board and write your one or two words, phrases,
memories, symbols or terms you want to share.
Anticipated responses: Speed Limit Sign, 55, desert, truck, driving, road, alone, nice day, one lane, Arizona,
traveling, transportation.
d. ​Acknowledgement: ​Teacher should give students about a minute to come up and write on the board.
Once students have written their responses on the board, the teacher should accept all responses
and acknowledge everything written down and then focus in and circle “speed limit sign”.

15 Minutes | Slide Show | Whole-Class, Speed Discussion

5. Teacher will continue with the slide show and should be on slide 10 which shows the picture with a big red
circle around the speed limit sign. To generate a whole class discussion, teacher will ask: ​What does this
speed limit sign tell you?
Anticipated student responses: ​how fast you can go, you can travel 55 miles in one hour, the speed limit is
55, 55 miles per hour
Depending on student responses, teacher should guide discussion until students explain the speed limit sign
tells you, you can drive at a maximum speed of 55 miles per hour.

6. Teacher will continue the discussion by asking: ​okay so if this is a speed limit sign, and it says 55, my max
speed is 55 miles per hour right? (students will say “yes”)​ Teacher should then ask: ​what does miles PER
hour mean? ​Teacher will accept all responses and guide responses through questioning until a student
responds by saying ​you can travel 55 miles in one hour.

7. Furthering student’s thinking, the teacher will ask the students, “how can we represent speed as a math
 17

equation? Think about what you told me when you said my speed on the road was 55 miles PER hour. What
are the units of measurement we are using when focusing on the speed limit?
Teacher will continue to scaffold this whole class discussion through questioning based on student’s
reaction/responses. Ultimately, the students will conclude that speed equals distance divided by time.
First students need to realize the term PER means divide, so the speed on the road is represented by
miles/hour. Teacher should then guide students to realize that a mile is a distance and hour is the
time. Once students have made the connection and realization, teacher should move on to slides 11
and 12. These slideshow speed as a math equation.

8. On slide 13, teacher will pose the following question to the students:
Car 1 is driving 25mph and car 2 is driving 55mph. Which car is driving faster? How do you know?
Students will automatically say car 2, which is correct, but the teacher should get them to explain why
driving 55mph is faster. Students should ultimately come to the realization that car 2 will go 55 miles
in one hour, while car 1 will only go 25 miles in one hour, so car 2 travels a greater distance than car
1 in the same amount of time, therefore going faster.

Learning Activities | Motion Detector| Whole Class

40 Minutes | Analyzing the slopes of the lines

9. Teacher will transition from slide show presentation on speed to using the motion detector to further
examine this concept. Teacher will select a volunteer at random using the popsicle sticks. Teacher will
explain to this selected students and the rest of the class: ​I will be whispering directions to the volunteer and
the rest of you need to observe what the walker does and what the generated graph looks like for the motion
of the walker.

10. Teacher will first tell the student that will be walking in front of the motion detector to ​walk at a normal
pace away from the motion detector. ​Teacher will save that graph and tell the student to now ​walk a little
slower than before away from the motion detector. ​Teacher will save that generated graph so that both
graphs are still showing. Teacher will then tell the student: ​walk even slower away from the motion detector.
Now three graphs are shown and students should start to realize that the lines generated are below each
other because the walker is walking slower and slower than before. The student will walk again, this time
super slow​.

11. After this round, the teacher should ask the students, “​what are you noticing about the lines according to
how the walker walked?” ​ Teacher should label the lines on the board ABCD, A being the first line generated,
B the second line, C third line, and D fourth line (slowest walk). Teacher will ask, “​what line A B C or D
represents when the walker walked the slowest?” ​Students should say D.

12. Teacher should tell the students to now ​predict​ where the line will be if I asked the “walker” to RUN.
Would it show up before line A, between A and B, between B and C, or below D?​ Teacher will give students
30 seconds to think and discuss with their group and then call on them to explain their thoughts. Students
should explain WHY they are predicting where the line would be. Ideally, students will discuss that when the
volunteer walked slowly, it took more time to get a certain distance, where when the volunteer walked
normally (line A), the volunteer walked the same distance but took less time. Therefore, when the volunteer
runs, the line will show less time to get the same distance. *note the total distance the volunteer will be going
is 3 meters due to classroom space to walk
 18

13. Student volunteer should now walk very quickly as the motion detector generates the graph. Teacher
should ask if their prediction was correct and what the line tells us in terms of the distance traveled and the
time it took. Teacher should then make the math connection for students and tell them: ​the lines shown are
called “slope” in math. The steeper the line, the larger the slope—therefore going to be fast. Think of it like a
rollercoaster...the steeper the coaster is, the faster you will go.

14. Teacher will now select another volunteer to walk in front of the motion detector. This volunteer will be
given the following directions out loud so the whole class can hear: ​start in front of the motion detector, walk
away, stop for a couple seconds, then continue walking away.​ Volunteer will do this as the graph is
generated. Once completed, the teacher will ask the class: ​can we calculate the speed from the information
we have on this graph? T ​ eacher should guide thinking by asking, “​what two things do we need to know to
determine an object’s speed?” S ​ tudents should respond saying: ​distance and time.​ Teacher will ask “​can we
determine an object’s speed with this motion detector?” ​Students should respond: “​yes”.​ Teacher will
question them asking: “​how so?” ​Students should say: “​it detects the distance of the object and the time it is
in motion”.

10. Teacher should divide the graph generated into three sections, A, B and C. Section A is the motion the
volunteer did when he/she walked away from the motion detector. Section B will be when the volunteer
stopped to when he/she continued walking. Section C will be when the volunteer started walking away again
to where they finally stopped.

11. Teacher will state to the class their task: ​As a group, you will be calculating the speed the volunteer
walked, for each section of the graph. You may come up to the board to get a closer look at the distances
and times. S​ tudent’s will work together to determine how to calculate the speed of the walker. As students
are working, teacher should be going around to each table to guide and help students. This will also be time
for the teacher to informally observe student’s understanding through discussions with students.

Closure | Discussion & Exit Ticket

5 Minutes | Discussion
12. Once the groups have calculated the speeds, teacher will ask a group to explain how they calculated the
speed. Students will come up to the board and show their peers how they used the graph to find the
distances and times. Teacher will model and assist in showing peers as necessary.

5 minutes| Exit Ticket

13. Students will finish the lesson by completed a two question exit ticket. This exit ticket will address
students understanding of predicting if an object is moving fast or slow based on the slope of a line as well
as calculating speed using a graph to get the distances and times. Teacher should collect the exit tickets as
students complete them. Once students complete the exit ticket, they are dismissed.
Accommodations
● Sign Language Interpreter
● Microphone and FM
● Direct instruction, repeated instruction and clarification when necessary
● Visual modeling using technology to illustrate an object in motion with corresponding graph being
generated through motion detector software.
 19

Modifications
● The intervention specialist modifies homework.
● Some students will show satisfactory with understanding speed by being able to verbally explain
which line shows an object moving fastest or slowest by generally looking at the steepness of the
lines.

LESSON FOUR

Instructional Environment: Instruction Duration: Number of Students:

General Classroom 70 Minutes 29

Central Focus of the lesson: ​In this lesson, students will apply knowledge accumulated from the
previous 3 lessons to individually write a creative story that represents an object in motion according
to a specific motion graph. This lesson will assess students’ knowledge as a formative assessment.

Objectives:
1. Students will be able to ​interpret​ a distance versus time graph and d
​ escribe​ the object’s motion
in terms of distance, time and direction of the object from a starting part.

2. Students will be able to ​calculate​ the speed of an object in motion by ​using and applying​ the
information provided on a distance-time graph.

3.Students will be able to ​write​ a story that clearly and accurately explains the motion of an object
given a certain motion graph using specific vocabulary from all lessons.

Standard Addressed:
SC.6.PS.4 An object’s motion can be described by its speed and the direction in which it’s moving.

CCSS.Math.Practice.MP2
Reason abstractly and quantitatively.

CCSS.Math.Content.8.F.B.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g.,
where the function is increasing or decreasing)

CCSS.ELA-Literacy.W.6.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.6.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Materials:
-Assessment Handouts
-Sample Story
 20

-Story Criteria Checklist

-Graph Options
-Handout to write their story on / show calculations
-Chrome Books
Introduction | Whole Class

10 Minutes | Beginning of Class | Warm-Up/Review

1. As students come in and get settled, students should get out their homework from the previous
lesson and teacher should come around and collect the homework.

2. Students should begin working on the warm-up worksheet on their desks. This warm-up is a
review of speed and requires students to interpret a graph to answer corresponding questions
pertaining to speeds during sections of the graph. Students may do this warm-up together.

3. After students complete the warm-up, the teacher will go over the answers to the questions and
clarify any questions students have.

10 Minutes | Explain Assessment | Whole Class

4. Teacher will transition from warm-up to explaining the students’ next task for the class period.
Students should put away their warm-up as teacher hands out the following: Sample story, Story
Criteria and 3 motion graphs.

5. Teacher will explain what students will be doing for the rest of the class period:
“​Today you will show me what you learned by writing a story that represents a motion graph. You
have already written a story when we worked on matching graphs to stories. Today you will
be doing the same thing, but this story will be much more descriptive, explaining the object in
motion specifically using distances, times, and speeds. You want your stories to not only be
creative but so specific that anyone can generate the graph just by reading your story. I have
passed out a sample story. This story shows what I mean by being specific. Let’s read it
together (r​ ead sample story to the class, highlighting the specificity and use of distances, and
times for each section of the graph). ​I also gave you a criteria checklist. This checklist shows
you everything you need to include in your story and the point value for each. The “yes-check
mark” column is for you to use as you are writing your stories. Put a checkmark in the box as
you go to make sure you have everything you need in your story. (​Teacher should read the
criteria to the students as they read it at their desks) ​On the other side of this handout, you
will see three graphs. You are to choose ONE graph to write your story about. Keep in mind;
they have specific units and starting distances! Make sure you identify what graph you are
writing about!! You have the option of typing your story on the chromebook in a Google doc
you share with me, or you may write it by hand. You all need to show your work for your
speed calculations. This is due at the end of class. Are there any questions?”

6. Teacher will answer any questions. Once all students are ready, they may get their chromebooks
if they are typing the story and begin working. Students will work individually and quietly for the
remainder of the class.
 21

Accommodations
● Sign Language Interpreter
● Microphone and FM
● Direct instruction and guidance, repeated instruction and clarification when necessary.

Modifications
● Some students will show satisfactory with understanding motion graphs by being able to
write about the object in motion based on the general shape of the graph.