Items used: Paper, Writing utensil, Masking tape

Discussion: Inverse and Direct Relationships

• As speed increases the time it takes to walk a distance decreases. (Inverse)
• As speed increases the distance you travel increases. (Direct)
• If you walk for a longer time you can cover a greater distance. (Direct)
• From this information we can develop a formula for calculating speed, distance or time, as long as we have two of the three speed=distance/time.

Go over "Guide for Reading" and "Reading Strategies" p. 16M

Objectives: The student will be able to…

• Explain when an object is in motion
• Calculate and object’s speed and velocity

Discuss their brainstorming lists. "How do you know when an object was moving, how do you know if it is moving fast or slow?

Notice: Have them start bringing in wind-up toys, they will need three per table.

Presentation: Recognizing Motion

• Have students read pp. 16-18 and stop at Describing distance

• Ask "Are you moving? "Is your book moving?"
• "If I was watching you from the moon, would you be moving? From the sun? From the center of our galaxy? From another galaxy , out in the universe? In each case it depends on where you are watching from. This is called a reference point: the point from where you are viewing motion.

• Motion is a change in distance between two objects or a change between the object and the reference point. "Are you moving compared to your book or your book to you?"

Is the student in motion compared to their heart, lungs brain? Is their blood in motion compared to their heart?

Try This Activity:

Reference Point Activity:

1. Have the class divide into 4 groups
2. Put the class in the four corners of the room
3. Go to one of the corners and throw a ball to the students in another corner.
4. Have students describe the motion of the ball from their reference points.

Reference point puzzle.

1. Have a student go out in the hall have another student walk around the classroom and return to the same spot.
2. When the student returns ask the class if motion occurred to the person in the hall since he didn't see it. Yes it did there was a change of position to the reference point.
3. Was there a change of motion to the chair? The student started and finished in the same place?

See page 18 M for directions. (This activity can be done as a home or weekend activity and brought in for credit)

Describing Distance, p. 18 M

• Read describing distance pp. 18M-20M read pp 204-205 M

• Do Skills introduction Worksheet or Measuring Lab

• Review terms meter, centi, milli, kilo,
• Spans, cubit, foot (background p. 18 M)
• Some students will ask why do we have to learn metric we don’t use them in the US. Explain again that they are international and we are using them more and more. They are also easier to use.
• Ask the student "What unit is bigger than 5/8 or 11/16 or ¾?" Then ask "what unit is bigger than 11mm? 12 mm.

• Read pp. 20-21 M

• Speed: distance and object goes in a certain length of time
• Formula for speed: distance divided by time
• (Background) time in the past was measured by how fast objects moved. See P.20M

• Constant Speed: If an object moves at the same speed for an entire distance it is moving at constant speed. Boats, cars on cruise control, ands of a clock, fan, planets
• Average speed: This is how most objects move. They speed up slow down, stop, go up and down hills etcs. To get average speed it is total distance divided by total time.
• Ask about the speed of a clock. Is it constant speed or average speed. Is it fast or

• Tape off a 2 meter test track.
• Perform at least 3 trials on each toy and average.
• List any observations about change in speed during the trial runs.
• Ask if they are measuring average or constant speed.
• Have a race off to determine the fastest toy in the class.
• Graph data using Graphical analysis.

Describing Velocity: p. 22-25 M (read quickly)

Exploring: Read exploring Motion on p.24 M and graphing motion p. 25M
 

Manipulated variable: The thing that you can control, how high you drop a ball

Responding variable: The result of your actions, how high the ball bounces

Ask questions provided in the teacher manual.

Assignment:

Handout review and enrichment handouts

Go over activity in the book p. 25M

Handout and do with golf balls and rulers or meter sticks.