Physical Science

Motion and Position: My Motion Booklet

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Standard Statement:

3.4.4 C - Observe and describe different types of forces and motions.

Content Objectives:
Students will be able to:

1.   Identify the motion of various objects.

2.   Determine the position of the motion.

Process Objectives:
Students will be able to:

1.   Verbally identify objects in motion in their current surroundings.

2.   Verbally identify objects at rest in their current surroundings.

3.   Research motion and objects at rest through magazine pictures and create a personal booklet with at least six pictures.

Assessment Strategies:

1.   Both in large groups and individually, ascertain through questioning whether students grasp the meaning of an object in motion versus an object at rest. Students should be able to identify actual objects in motion with 80% accuracy.

2.   Students should research objects in motion and create their own Motion Booklet, identifying the direction the object is traveling. See rubric form for scoring.

Procedures:

1.   After a discussion about movement and motion versus objects that are not moving (at rest), allow students the opportunity to choose a toy from the pile.

2.   Ask each individual to demonstrate for the class all the ways the toy moves (e.g., if it is a car with wheels and     moveable doors, both movements should be demonstrated). Students should be encouraged to find as many ways as possible that the object moves.

3.   Mix up the toys and have everyone select a new toy. Again, have each student describe all the motions that the toy is capable of making.

4.   In a small group discussion, have students identify other objects, in addition to toys, that are currently in motion. (A mini-field trip outside might be appropriate.)

5.   Make sure that the students can differentiate between an object that is moving and an object that is not moving.

6.   Have students research objects in motion by finding pictures that demonstrate objects moving and objects at rest.  Students should be allowed to cut out the pictures and paste them on pages to create their own Motion Booklet (see suggested headings or footers for the pages). Depending on the age level, parents can assist the child with the wording, based on the teacher’s direction.

7.   Students will orally review their booklets with the teacher to determine proficiency.

Suggested headers and/or footers for Motion Booklet:

Object in motion:

(Header) This picture of _______________ in motion.

(Footer) The direction of the motion is ____________.

(Draw an arrow showing the direction the object is traveling)

Objects at rest:

(Header) This picture is of ___________ at rest.

(Footer) I know that it is stopped because ______________.

Suggested Level:
Primary

Standard Category:
3.4 Physical Science, Chemistry and Physics

Materials:
Various toys (e.g., balls, cars, bikes)

Magazines that can be cut up

Booklet-making materials 

Instructional Strategies:
 Demonstration

Discussion

Research

Related Concepts:

Book making  

 

Motion and Position: My Motion Booklet

Scoring Rubric

Standard Category: 3.4 Physical Science, Chemistry and Physics

Suggested Grade Level: K-1

Standard Statement: 3.4.4.C Observe and describe different types of forces and motions.

Process Objectives: The student will research motion and objects at rest through magazine pictures and create a personal Motion Booklet with at least six pictures.

Title of Task: My Motion Booklet

Advanced:

Booklet: More than six pictures are included and are correctly identified as either in motion or at rest. At least two pictures are objects at rest; the rest may be in motion.

Oral Assessment: The student, in an oral conversation with the teacher, correctly describes (with 80% accuracy) the pictures and position of motion or is able to explain why object is not moving. Additional photos or pictures are identified with 80% accuracy in relationship to the motion or resting position.

Proficient:

Booklet: At least six pictures are included and are correctly identified as either in motion or at rest. At least two pictures are objects at rest; the rest may be in motion.

Oral Assessment: The student, in an oral conversation with the teacher, correctly describes (with 70% accuracy) the picture and position of the motion or is able to explain why object is not moving. Additional photos or pictures are identified with 70% accuracy in relationship to the motion or resting position.

Basic:

Booklet: Six pictures are included, but not all are correctly identified as either in motion or at rest. At least one picture is an object at rest; the rest may be in motion.

Oral Assessment: The student, in an oral conversation with the teacher, describes (with 60% accuracy) the pictures and position of motion or is able to explain why object is not moving. Additional photos or pictures are identified with 60% accuracy in relationship to the motion or resting position.

Below Basic:

Booklet: Six pictures are included, but not all are correctly identified as either in motion or at rest.

Oral Assessment: The student, in an oral conversation with the teacher, correctly describes (with less than 60% accuracy) the pictures and position of motion or is able to describe why object is not moving. Additional pictures or photos are identified with less than 60% accuracy in relationship to the motion or resting position.