Understanding Motion

Unit: Exploring Forces and Motion

Lesson 2 of 13
Grade Level: Year 7 (typically 12–13 years old)
Subject: Science – Physical Science
Duration: 60 minutes
Standards Alignment:
Aligned with Next Generation Science Standards (NGSS) – MS-PS2-2:
"Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object."
Also addresses aspects of CCSS Math Standards (Grade 6–7): Specifically, 6.RP.A.3b – Use rate reasoning to solve problems.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Define motion in terms of a change in position over time.
2. Calculate speed using the formula:
   Speed = Distance ÷ Time
3. Describe motion in terms of distance, time, speed, and direction.
4. Interpret motion from real-life scenarios and graphical data.
5. Work collaboratively to collect, chart, and analyze motion data.

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Materials and Resources

• Meter sticks or measuring tapes (1 per group)
• Stopwatches or timer apps (1 per group)
• Tape (to mark starting lines)
• Whiteboards and dry-erase markers
• Graph paper
• Pre-labeled sticky notes (distance and time values)
• Motion Scenario Cards (prepared ahead of time)
• Student Science Journals
• Access to a hallway or designated measuring space

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Vocabulary

• Motion
• Speed
• Distance
• Time
• Direction
• Velocity (introduced but not deeply explored)

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Schedule Breakdown

⏱️ Minute 0–10: Do Now & Introduction

Do Now Activity (5 minutes):
Displayed on the board as students enter:
"You walk 40 meters in 20 seconds. Your friend walks 60 meters in 30 seconds. Who is moving faster? How do you know?"
→ Students respond in journals. Quick pair-share to warm up the room.

Teacher Introduction (5 minutes):

• Brief recap: "Last lesson we looked at what forces are and how they affect objects. Today we shift focus to motion — what happens when those forces act."
• Clearly explain lesson objectives using student-friendly language.
• Highlight NGSS focus: Understanding how motion involves measurable changes.

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⏱️ Minute 10–25: Guided Exploration — What is Speed?

Whole Class Demonstration (7 minutes):

• Teacher walks across the room slowly (e.g., 10 ft), then quickly.
• Ask: “What was different?” Elicit that both involved motion but at different speeds.
• On the board, model the speed formula:
  Speed = Distance ÷ Time

Mini Group Task (8 minutes):

• Students in pre-assigned groups of 5.
• Each group gets:
  • A tape-measured hallway lane (5 meters)
  • A stopwatch
  • A data table handout
• One student walks, while others time and record results.
• Each student gets a turn (rotate roles).

Students calculate speed for each group member using the formula. Teacher circulates to clarify and facilitate.

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⏱️ Minute 25–35: Charting and Analyzing Motion

Motion Graphing (10 minutes):

• Students use their data to plot speed onto a bar graph in their journals.
• On the board, model how to label axes:
  • X-axis: Name of group members
  • Y-axis: Speed (m/s)

Peer Sharing (5 minutes):

• Class gallery walk: Groups post one student’s data and graph on the wall. Others circulate and view.

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⏱️ Minute 35–50: Motion in Context – Scenario Game

Collaborative Activity (15 minutes): Motion Scenario Cards

• Each group receives segments of everyday scenarios (e.g., “Jamal runs 100 meters in 10 seconds,” or “A skateboarder moves 30 feet in 6 seconds before stopping”).
• Task:
  1. Calculate speed
  2. Determine if directions change
  3. Identify if there is acceleration or constant speed
• One "twist card" per group with an added variable (e.g., “Now Jamal runs uphill” – discussion component on how direction or slope might affect outcomes).

Students present one scenario using motion vocabulary and justify calculations.

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⏱️ Minute 50–58: Exit Challenge — Motion Maze

Creative, Critical Thinking Task (Individual)

Each student is given a “motion maze” worksheet. Objective: Navigate from Point A to Point B by choosing correct distances and times that complete the maze using consistent motion logic. Students must show their work.

Encourages application of formula and reasoning.

Teacher helper table open for scaffolding small group if needed.

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⏱️ Minute 58–60: Wrap-up & Homework

Wrap-up Discussion (2 minutes):

• Quick share out: “One thing you learned today you didn’t know before.”
• Emphasize the importance of understanding motion — "you can't study forces without knowing what they do!”

Homework:
Motion Around Me Log

• Over the next 24 hours, record three examples of motion you observe (human, natural, or mechanical).
• For each, estimate the distance, the time, and the approximate speed.
• Reflection prompt: “Was the motion constant or changing? What factors affected it?”

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Differentiation Strategies

✅ Supports for Diverse Learners:

• Sentence stems provided for ELLs: (“I observed motion when...”, “Speed changed because…”)
• Graphic organizers for steps in calculating speed
• Extension task for early finishers: Create a short comic strip showing different types of motion using mathematical descriptors.

✅ Accommodations:

• Stopwatch apps with large numerical displays
• Option to work with pre-measured distances instead of live measuring
• Peer support and teacher check-ins during graphing component

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Assessment

Type	Tool	Assessed Learning Objective
Formative	Do Now responses	Understanding conceptual differences in motion
Formative	Group Speed Activity	Applying Speed = Distance ÷ Time
Summative	Motion Maze Exit Ticket	Independent use of calculation and logic
Homework	Motion Observation Log	Extending understanding to real-world context

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Teacher Reflection Prompts

After the lesson, consider:

• How engaged were students during the active measurement phase?
• Did students work collaboratively and stay on task during peer scenarios?
• What common misconceptions about speed or direction came up?
• How well did students connect motion to math in their exit tickets?

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Enrichment for Next Lesson

Prepare to build on today’s understanding by investigating:

How can speed change? What does that look like on a motion graph?

Next time, we’ll take a deeper look at acceleration and velocity — introducing directional changes and interpreting curved motion lines.

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📌 Notes for Preparation:

• Prepare all “Motion Scenario Cards” ahead of time and label by difficulty
• Check measuring tools for accuracy
• Mark off measure lanes with tape before class
• Print “Motion Maze” worksheets and homework Logs

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👩‍🏫 This lesson intertwines physical activity, mathematical reasoning, and real-world relevance — designed to energize middle school minds and build foundational physics understanding.