Unit title: Moving around
Key concept:- Relationships
Related concepts:- Interaction
Global context:- Orientation in space and time
Statement of Inquiry:- Movement enables humans and animals to change their surroundings for the better
Inquiry questions:-
Factual • How are distance, time, and speed related?
Conceptual • How can motion be described?
Debatable • Can motion be represented mathematically and graphically?
Learning outcomes:-
5E Instructional Model Phases
Week 1: Engage & Explore (What is Motion? Exploring Distance and Time)
Engage (Day 1): Brainstorming Activity - Students brainstorm situations where they encounter motion in daily life.
Discussion: Facilitate a class discussion about motion, prompting questions like "What is motion?" and "How can we describe motion?"
Exploration (Day 1 & 2):
Activity 1: Students participate in a simple activity measuring distance and time (e.g., walking a set distance and recording the time).
Activity 2: Students explore different ways to measure distance (metersticks, paces) and time (stopwatches, phone timers). They record their findings.
Class Discussion (Day 2): Students share their findings from the activities. Facilitate a discussion about the relationship between distance and time.
Week 2: Explain & Elaborate (Introducing Speed & Calculating)
Explain (Day 1): Introduce the concept of speed and its definition. Explain the formula for calculating average speed (s = d/t).
Demonstration (Day 1): Demonstrate how to use the formula with real-world examples (e.g., calculating walking speed based on distance and time).
Elaborate (Day 1 & 2):
Practice Problems: Students practice calculating average speed using various real-world scenarios.
Graphic Organizer (Day 2): Students create a graphic organizer to compare and contrast distance, time, and speed.
Week 3: Explain & Elaborate (Representing Motion & Assessment)
Explain (Day 1): Introduce the concept of distance/time graphs. Explain how these graphs represent the relationship between distance and time.
Activity (Day 1): Students analyze pre-made distance/time graphs, identifying the x and y axes and interpreting the slope.
Combined Assessment (Day 2): Students complete a combined assessment that tests their understanding of speed calculation and interpretation of a distance/time graph.
Week 4: Evaluate (Investigating Speed)
Design (Day 1): Students design a simple investigation to determine speed (e.g., "Who walks the fastest in a short distance?"). They develop a research question, procedures, and data collection plan. Teacher guides students to ensure the design is feasible and appropriate.
Conduct (Day 2): Students carry out their investigations, collecting and recording data according to their plan. Teacher monitors student progress and ensures proper data collection techniques.
Analyze & Conclude (Day 2 & 3):
Students analyze their data by calculating average speed and potentially creating simple graphs (optional depending on the investigation).
Students formulate conclusions based on their data and answer their research question.
Lab Report (Day 3): Students write a lab report documenting their investigation (procedure, data, analysis, conclusion).
Differentiation:
Provide graphic organizers, scaffolding, or alternative activities for students who need additional support.
Offer enrichment activities for advanced students, such as exploring different types of motion (circular, projectile) or investigating factors that affect speed.
Kath Murdoch's Inquiry Cycle
Week 1: Introduction to Motion & Wondering
Tuning In: Show a short clip of various objects moving (cars, runners, swinging pendulums). Ask students: "What do you see happening in these clips? What word would you use to describe it?"
Wondering: After discussing motion, ask: "How can we describe how things move? What things might affect how fast something moves?" Encourage students to generate questions they have about motion.
Investigating: Divide students into small groups. Provide them with different objects (toy cars, balls, marbles) and materials (ramps, rulers, stopwatches). Challenge them to design a simple experiment to investigate how something moves.
Week 2: Distance, Time, Speed & Making Sense
Making Sense: As a class, discuss the experiments from Week 1. How did students measure distance and time? What observations did they make about how objects moved?
Introducing Distance & Time: Based on their observations, introduce the concepts of distance and time with real-world examples. Show students how to measure distance with rulers and time with stopwatches.
Introducing Speed: Ask students: "How can we combine these ideas to describe how fast something moves?" Together, develop the definition of speed and introduce the formula (s = d/t).
Week 3: Representing Motion & Investigating Speed
Representing Motion: Present distance/time graphs and ask: "What information can we learn from these graphs?" Guide students to understand how slopes represent speed.
**Investigating Speed (cont.) ** Based on their questions from Week 1, allow students to choose or refine an investigation about speed. This might include the pre-determined question "Who walks the fastest in grade 6?" or their own generated questions. Guide them on planning their investigation, including materials, procedures, and data collection methods.
Week 4: Analyzing Data, Formulating Conclusions & Sharing
Analyzing Data: Students analyze data from their investigations.
Formulating Conclusions: Students draw conclusions based on their data, addressing their initial questions about speed.
Sharing: Students share their findings and conclusions with the class. Encourage discussions about the scientific process and potential limitations of their investigations.
Assessment:-
Criteria A:- Test on speed
Criteria B and C:- Investigations
Formative assessment- Who walks the fastest in grade 6?
Summative assessment- Do people having long legs walk faster than people having short legs?
Key concept:- Relationships
Related concepts:- Interaction
Global context:- Orientation in space and time
Statement of Inquiry:- Movement enables humans and animals to change their surroundings for the better
Inquiry questions:-
Factual • How are distance, time, and speed related?
Conceptual • How can motion be described?
Debatable • Can motion be represented mathematically and graphically?
Learning outcomes:-
- Define speed
- Calculate average speeds
- Interpret simple distance/time graphs
- Plan investigation "Who is the fastest in grade 6?"
5E Instructional Model Phases
Week 1: Engage & Explore (What is Motion? Exploring Distance and Time)
Engage (Day 1): Brainstorming Activity - Students brainstorm situations where they encounter motion in daily life.
Discussion: Facilitate a class discussion about motion, prompting questions like "What is motion?" and "How can we describe motion?"
Exploration (Day 1 & 2):
Activity 1: Students participate in a simple activity measuring distance and time (e.g., walking a set distance and recording the time).
Activity 2: Students explore different ways to measure distance (metersticks, paces) and time (stopwatches, phone timers). They record their findings.
Class Discussion (Day 2): Students share their findings from the activities. Facilitate a discussion about the relationship between distance and time.
Week 2: Explain & Elaborate (Introducing Speed & Calculating)
Explain (Day 1): Introduce the concept of speed and its definition. Explain the formula for calculating average speed (s = d/t).
Demonstration (Day 1): Demonstrate how to use the formula with real-world examples (e.g., calculating walking speed based on distance and time).
Elaborate (Day 1 & 2):
Practice Problems: Students practice calculating average speed using various real-world scenarios.
Graphic Organizer (Day 2): Students create a graphic organizer to compare and contrast distance, time, and speed.
Week 3: Explain & Elaborate (Representing Motion & Assessment)
Explain (Day 1): Introduce the concept of distance/time graphs. Explain how these graphs represent the relationship between distance and time.
Activity (Day 1): Students analyze pre-made distance/time graphs, identifying the x and y axes and interpreting the slope.
Combined Assessment (Day 2): Students complete a combined assessment that tests their understanding of speed calculation and interpretation of a distance/time graph.
Week 4: Evaluate (Investigating Speed)
Design (Day 1): Students design a simple investigation to determine speed (e.g., "Who walks the fastest in a short distance?"). They develop a research question, procedures, and data collection plan. Teacher guides students to ensure the design is feasible and appropriate.
Conduct (Day 2): Students carry out their investigations, collecting and recording data according to their plan. Teacher monitors student progress and ensures proper data collection techniques.
Analyze & Conclude (Day 2 & 3):
Students analyze their data by calculating average speed and potentially creating simple graphs (optional depending on the investigation).
Students formulate conclusions based on their data and answer their research question.
Lab Report (Day 3): Students write a lab report documenting their investigation (procedure, data, analysis, conclusion).
Differentiation:
Provide graphic organizers, scaffolding, or alternative activities for students who need additional support.
Offer enrichment activities for advanced students, such as exploring different types of motion (circular, projectile) or investigating factors that affect speed.
Kath Murdoch's Inquiry Cycle
Week 1: Introduction to Motion & Wondering
Tuning In: Show a short clip of various objects moving (cars, runners, swinging pendulums). Ask students: "What do you see happening in these clips? What word would you use to describe it?"
Wondering: After discussing motion, ask: "How can we describe how things move? What things might affect how fast something moves?" Encourage students to generate questions they have about motion.
Investigating: Divide students into small groups. Provide them with different objects (toy cars, balls, marbles) and materials (ramps, rulers, stopwatches). Challenge them to design a simple experiment to investigate how something moves.
Week 2: Distance, Time, Speed & Making Sense
Making Sense: As a class, discuss the experiments from Week 1. How did students measure distance and time? What observations did they make about how objects moved?
Introducing Distance & Time: Based on their observations, introduce the concepts of distance and time with real-world examples. Show students how to measure distance with rulers and time with stopwatches.
Introducing Speed: Ask students: "How can we combine these ideas to describe how fast something moves?" Together, develop the definition of speed and introduce the formula (s = d/t).
Week 3: Representing Motion & Investigating Speed
Representing Motion: Present distance/time graphs and ask: "What information can we learn from these graphs?" Guide students to understand how slopes represent speed.
**Investigating Speed (cont.) ** Based on their questions from Week 1, allow students to choose or refine an investigation about speed. This might include the pre-determined question "Who walks the fastest in grade 6?" or their own generated questions. Guide them on planning their investigation, including materials, procedures, and data collection methods.
Week 4: Analyzing Data, Formulating Conclusions & Sharing
Analyzing Data: Students analyze data from their investigations.
Formulating Conclusions: Students draw conclusions based on their data, addressing their initial questions about speed.
Sharing: Students share their findings and conclusions with the class. Encourage discussions about the scientific process and potential limitations of their investigations.
Assessment:-
Criteria A:- Test on speed
Criteria B and C:- Investigations
Formative assessment- Who walks the fastest in grade 6?
Summative assessment- Do people having long legs walk faster than people having short legs?
speed_distance_time_textbook.pdf | |
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speeddistancetimeworksheet.pdf | |
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speed_worksheets1.pdf | |
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speed_worksheets_2.pdf | |
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whoisthefastestingrade6lab.doc | |
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investigation.pdf | |
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lab_report_sentence_starters_(2).doc | |
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