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Lesson Template Handout

5E LESSON PLAN TEMPLATE

AUTHORS’ NAMES: Kate Bachus

TITLE OF THE LESSON: Speed, Velocity, and Acceleration

TECHNOLOGY LESSON: No

DATE OF LESSON: 10-30-17

LENGTH OF LESSON: 45 Minutes

NAME OF COURSE: 8th Grade Science

SOURCE OF THE LESSON:

https://youtu.be/3BUX6r1ypXw (Video)

http://www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-and-Velocity

https://www.tes.com/teaching-resource/new-aqa-gcse-physics-speed-velocity-and-distance-time-graph-zombie-
lesson-11440780

TEKS ADDRESSED:

(8.3)  Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A)  in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific
evidence of those scientific explanations, so as to encourage critical thinking by the student;

(8.6)  Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy.
The student is expected to:

(B)  differentiate between speed, velocity, and acceleration; and

ELPS ADDRESSED:

c2F: Derive meaning from a variety of media

c3B: Use new vocabulary in stories, descriptions, and classroom communication

c3D: Speak using grade level content area vocabulary in context

c3E: Share in cooperative groups

c3G: Express opinions, ideas and feelings

c5G: Narrate, describe, and explain in writing

 2007 The University of Texas at Austin

Revised UTeach Tyler – Jan 2016
 Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template

CCRS ADDRESSED:

1. Nature of Science: Scientific Ways of Learning and Thinking

A. Cognitive skills in science

2. Use creativity and insight to recognize and describe patterns in natural phenomena.

C. Collaborative and safe working practices

1. Collaborate in joint projects.

8. Physics

C. Forces and motion

1. Understand the fundamental concepts of kinematics.

CONTENT BACKGROUND:

Speed, velocity, and acceleration are measurements of motion. Speed is the measurement of
distance travelled divided by elapsed time and is always positive. Examples include 50 miles per hour, 80
km per hour, or the standard units of meter per second, m/s.
Velocity (v) is the measurement of change in position divided by elapsed time, or change in
position / change in time and the direction of movement. Velocity is a vector quantity. This means it
includes both a magnitude and direction. Since velocity includes direction it often has a negative value.
The convention is to label movement to the right as the positive direction and movement to the left as the
negative direction. Examples of velocity include 50 m/s to the right, 500 km/h west, or -5 m/s. The
standard units for velocity are m/s.
Acceleration (a) is the measurement of change in velocity divided by change in time. It is the rate
at which an object is speeding up or slowing down. Like velocity, acceleration is also a vector quantity, it
includes a direction and is often a negative value. The standard units for acceleration is m/s 2.

PERFORMANCE OBJECTIVES: Students will be able to:

Calculate speed and differentiate between speed, velocity, and acceleration.

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ACCOMMODATIONS/MODIFICATIONS/EXTENSIONS:
- To accommodate, teacher will provide paper copies of slides used in explanation.
- To modify, in the exploration activity, teacher will assign individual segments of Mia’s journey
to individual students.
- To extend, in the elaboration activity, students will be asked to add to the story using their own
examples of speed, velocity, and acceleration.

RESOURCES, SUPPLIES, HANDOUTS:

Computer and projector for displaying video
For Exploration activity:
1 handout per student.
For Elaboration activity:
1 handout per student
For Evaluation:
1 index card per student

SAFETY CONSIDERATIONS:
Students are to remain seated in the classroom until instructed otherwise by teacher. Floor space should
remain clear of backpacks etc. to help avoid trips while moving into groups. Do not allow students into
groups that do not work well together. Students should observe proper classroom etiquette while working
in groups.

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ENGAGEMENT Est. Time: ____8____

What the Teacher Will Do Probing Questions and Answers What the Student Will Do
Introduce the topic of motion. Listen.
Speed, velocity, and acceleration.
State the objective.
Show a short video describing a https://youtu.be/3BUX6r1ypXw Watch video.
zombie outbreak. And depicting
zombies in motion.

Ask students to describe what was
happening. Particularly focus them
on the motion of zombies and other
objects.
Describe an example of motion you
saw in the video.
Describe what was happening.
-Zombie walking, people running,
flag falling.
Answer questions.
- Zombies are walking slow.
- People were running fast.
- News reporter wasn’t moving.

What does “slow” or “fast” mean?

Ask questions to clarify the students’
answers.
Will attempt to explain fast versus
Relative but an object moving slow.
faster will travel more distance per
unit of time than an object moving
more slowly.

T: Now, the zombies are taking over the city and our friend is trapped. Let’s see if we can help her.

EXPLORATION Est. Time: ____7____

What the Teacher Will Do Probing Questions and Answers What the Student Will Do
Divide the students into groups. Form into groups.

Display the slide for elaboration Locate the handout.

activity.

Instruct students to find the

elaboration activity handout.

Explain that a friend, Mia, is stuck

on a nearby roof top and needs help
to get to safety.
The goal is to give her very detailed
directions on her motion in order to
get her safely to the get-away car so
it can be driven to safety.

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EXPLORATION
What the Teacher Will Do
Students must work in groups to
write out a set of detailed
instructions including descriptions
such as how fast or slow to move.
Which direction to move and
whether to speed up or slow down.
Then students will answer a set of
questions on the back of the
handout.
Observe students and provide
guidance.
T: Now, let’s hear what we have come up with to rescue Mia.
EXPLANATION
What the Teacher Will Do
Part 1:
Ask groups to share their
instructions which were given to
Mia.
Ask students to justify their
instructions.
Part 2:
Using the projector and slides:
Show the slide listing points about
speed, velocity, and acceleration.
Est. Time: ____7____
Probing Questions and Answers
Why did you choose to tell her to be
still? Sprint? Slow down? Etc.
What’s going to happen if you don’t
tell her which way to go?
Est. Time: ____14____
Probing Questions and Answers
What did you tell Mia to do after
she climbed down the ladder?
Did she sprint, sneak slowly?
Did she stay hidden?
Which direction did she move?
Did she speed up or slow down?
Why did she run? Etc.
-To move faster than zombies
Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
What the Student Will Do
Discuss amongst their groups to
decide what directions to give the
friend.
Write their instructions on the
handout.
Answer the questions on the
handout.
Answer questions
What the Student Will Do
Students will share results and listen
to others.
Describe the group’s reasons.
Look at slides and listen. May take
notes.
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EXPLANATION Est. Time: ____14____

What the Teacher Will Do Probing Questions and Answers What the Student Will Do

Explain that Are related

• Completely different
• Are often confused
• Not interchangeable
• Important for
transportation,
communications,
technology, etc.

Advance to the speed slide.

Explain that speed is:
• How fast an object is
moving
• The rate at which an object
covers distance
• Change in distance /
change in time
• Always positive
Ask for an example of speed.
Advance to the Velocity slide.
Explain that speed and velocity are
similar and often confused but there
are key differences.
Will listen and observe slide.
Why was it important to tell Mia
how fast to move? Answer questions.
To be careful and not get caught.
What else did she need to know
besides how fast to go?
Direction
When Mia reached the intersection.
What would have happened if you
did not tell her to move north?
Caught by zombies.
Will listen and observe slide.
Why?
Answer questions.
She didn’t know which way to go.
Incomplete information.

Velocity is:
• The rate at which an object
changes position
• Velocity is a “vector”
quantity
• MUST include a
DIRECTION and
MAGNITUDE
• Change in position /
change in time
• Can be positive or negative

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EXPLANATION
What the Teacher Will Do
• Standard units of velocity
are meters per second m/s
Advance to the next Velocity slide
and play the animation.
Ask about the change in zombie
position, direction, and velocity.
Ask about the zombie’s speed.
Advance to the next Velocity slide
and play the animation.
Ask what is different about the
zombie’s motion this time.
Explain that the convention is
leftward movement is considered
negative.
Ask about the change in zombie
position, direction, and velocity.
Ask about the zombie’s speed.
Advance to the next Velocity slide
and play the animation.
Ask about the change in zombie
Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
Est. Time: ____14____
Probing Questions and Answers What the Student Will Do
What was the change in the
zombie’s position? 1 meter
What direction did it move? Right
What is the Velocity? Will listen and observe slide.
1 m/s to the right
Answer questions.
What is the speed of the zombie?
1 m/s
What is different about the zombie’s
motion this time? Moving left.
Will listen and observe slide.
What was the change in the
zombie’s position? 1 meter
Answer questions.
What direction did it move? Left
What is the Velocity?
Ask questions about negative
1 m/s to the left or – 1m/s
velocity.
What is the speed of the zombie?
1 m/s
What direction did it move?
Right then left.
Did its position change from where
it started? No
Will listen and observe slide.
How do you know?
It back where it started.
Answer questions.
What was the change in the
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EXPLANATION
What the Teacher Will Do
position, direction, and velocity.
Ask about the zombie’s speed.
Advance to the Acceleration slide.
Explain that acceleration is:
• The rate at which an object
changes velocity
• Speeding up, slowing
down, or changing
direction
• If velocity is not changing
then acceleration is 0
• An object at rest or at
constant speed is not
accelerating
• Can be positive or negative
Ask about acceleration in Mia’s
escape.
T: Now, let’s elaborate on these ideas and see if we can escape the zombies.
ELABORATION
What the Teacher Will Do
Pass out elaboration activity hand
out to every student.
Explain the group elaboration
activity. The students will work in
the same groups as before but all
Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
Est. Time: ____14____
Probing Questions and Answers What the Student Will Do
zombie’s position? 0 meters
What is the Velocity? 0 m/s Ask questions about 0 velocity.
What is the speed of the zombie?
1 m/s
Will listen and observe slide.
When was Mia accelerating during Answer questions.
her escape?
-Any time she slowed down, sped Ask questions about acceleration or
up, or changed direction. deacceleration.
Why was it important for her to
know when to accelerate?
To avoid zombies.
Can you be accelerating and slowing
down?
-Yes.
How?
-Accelerating just means that
Velocity is changing over time. It
does not just mean going faster.
Est. Time: ____14____
Probing Questions and Answers What the Student Will Do
Locate the worksheet. Work in
groups. Fill out a worksheet
individually.
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ELABORATION
What the Teacher Will Do
must complete a handout.
The handout details a story of your
escape from the zombies infested
school. There are questions and
calculations for speed, velocity, and
acceleration.
Observe students and provide
guidance.
T: Nice work everyone! Before we dismiss we have one more activity to evaluate what you’ve learned today.
EVALUATION
What the Teacher Will Do
Advance to the Evaluation questions
slide.
Explain to students to answer ONE
of the questions on the slide one
their index card and turn it in before
leaving.
This is NOT a group activity.
T: Thank you for you work today. We appreciate your attention. I’ll ask Mrs. Marcano if she has anything
to add?
Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
Est. Time: ____14____
Probing Questions and Answers What the Student Will Do
Answer questions in groups.
How do you calculate speed?
Distance / time
How 2 things must you have to have
a velocity?
Direction and magnitude.
How do know if something
accelerates?
Speed up, slow, down, or changes
direction.
Est. Time: ____2____
Probing Questions and Answers What the Student Will Do
Answers will vary. Write their answers on the index car
and turn it in.
What is one thing you learned about
speed, velocity, or acceleration?
What was the most confusing thing
about speed, velocity, or
acceleration?
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