1. Topic


2. Content

Motion: Speed, Acceleration, Distance, Displacement, and Velocity. 


3. Goals: Aims/Outcomes

Students will know:
1.How to infer information from a distancetime graph.
2. How to calculate speed, distance, velocity, displacement, and acceleration.
3. Demonstrate an understanding of the terms speed, acceleration,
distance, displacement, and velocity.
4. Experiment with speed and motion. 


4. Objectives

Students will be able to do:
1. Identify important information from a distancetime graph.
2. Explain the difference between speed and velocity.
3. Draw conclusions from experimental information. 


5. Materials and Aids

Apple TV, Ipad(s), whiteboard, document camera, foldables, graphic
organizers, experimental apparatus, and worksheets. 


6. Procedures/Methods

A. Introduction
1.Prior to beginning this unit students will assess their prior
knowledge of motion using a learning scale. Students will be able
to use this scale later on to track their progress.
2.Students will define vocabulary words in their Vocab Log and will
make foldables that will introduce them to the main concepts.
3.Finally students will watch videos that will explain motion: speed,
velocity, acceleration, etc. Student will be expected to take notes
on the video and summarize their notes to check for understanding. 


B. Development
At the beginning of the lesson students will:
1. Create graphic organizers for speed, acceleration, and velocity.
2. Students will practice each concept by observing a demonstration
of each concept and then putting it to practice through calculations
(see experiment).
3. Students will work on a worksheet together in class. Three problems
will be modeled from that worksheet and students will work together
to complete the remainder of the worksheet. 


C. Practice
Students will be given the opportunity to develop or sharpen their
skills by:
1. Guided practice problems Worksheets, textbook problems, etc. Students
will be walked through the problems stepbystep and shown how to
solve different types of problems.
2.Students will be given hands on experimentation activities for which
they will have to calculate various types of motion.
3. Game opportunities to sharpen developed knowledge and skills. 


D. Independent Practice
1. Student complete a worksheet with practice problems and concepts
for them to complete individually.
2.Students will be given hands on experimentation activities for which
they will have to calculate various types of motion.



E. Accommodations (Differentiated Instruction)
Students with learning disabilities and ESOL:
1. ESOL students will be partnered up with a bilingual student or
Coteacher to receive and understand the content.
2. ESE students will receive oneonone with me or a coteacher to
understand the material. Students will be paired up to work on assignments
and will receive extra time on assignments. 


F. Checking for understanding
Students will:
1. Answer picker questions to assess their final understanding of
the material.
2.Students will also conduct a self evaluation in addition to the
learning scale. 


G. Closure

7. Evaluation

Students will be expected to complete part of an experiment (see
attachment)on their own, along with a Kahoot match. Students will
be assessed based on their skills and knowledge of the material.



8. Teacher Reflection

Some parts of the lesson went well, for example the graphic organizers.
Students really seemed to understand the material better as they saw
an organized version of what they were expected to know. Other areas
of the lesson did not go as planned. For example, I expected students
to be more dependent on working out the problems posed by the motion
demonstration, but a majority of the students still needed a lot of
help. Other students just needed a refresher and were able to move
through each problem. So far I think I need to work on finding areas
where I think students might have problems and how to address those
problems. 

