CCC Module: Motion & Speed

1. Science Grade 6: Speed & Motion and Speed
Core Content Coaching

2. Purpose
To provide support for grade-level, unit content planning

3. Resources for planning
• Teacher Yearly Resource Document (or Yearly Itinerary)
• CRM 7: Force & Motion
• Blank Pacing Calendar
• 6th
Grade 4th
Six Weeks Lessons: Speed and Motion & Speed
• Computer with Internet Access

4. Teacher yearly resource document

5. Monday Tuesday Wednesday Thursday Friday
Jan. 5
Force
6 7 8 9
12
Motion & Speed
13 14 15 16
19
Student/Staff Holiday
20
Motion & Speed
21 22 23
26
Motion & Speed
27 28 29 30
Feb. 2
Inclined Planes &
Pulleys
3 4 5 6
9
Cells
10 11 12 13
16
Student Holiday
17
Cells
18 19 20
4th
Six Weeks Planner (33 days)

6. 6.1A-B, 6.2A & C-E, 6.4A6.8: Force, motion, & energy. The student
knows force & motion are related to potential &
kinetic energy. The student is expected to:
•6.8C: calculate average speed using
distance & time measurements.
•6.8D: measure & graph changes in
motion.
TEKS & Student expectations
Content TEKS Skills TEKS

7. CRM 7: TEKS & Acquisition section

8. Teacher Content support
School for Champions: Relative Motion, Speed, Velocity, and Acceleration
http://www.school-for-champions.com/science/motion.htm
The Physics Classroom: Average vs. Instantaneous Speed
http://www.physicsclassroom.com/mmedia/kinema/trip.cfm
NSTA Leaning Center- http://learningcenter.nsta.org/
Search Resources & Opportunities: force, motion
ScienceFusion Grade 6 Teacher Edition: Content Refresher: p. 239

9. Vertical alignment
5TH
GRADE
•Design an experiment that
tests the effect of force on
an object.
6TH
GRADE
6.8C: calculate average
speed using distance & time
measurements.
6.8D: measure & graph
changes in motion.
8th
GRADE
•8.6B: differentiate
between speed, velocity, &
acceleration.

10. • An unbalanced force occurs when one
force on an object is greater than other
forces on the same object.
• If opposing forces acting on an object
cancel each other out, the force is
considered balanced and there is no
change in position, direction, or speed.
• Unbalanced forces can cause an object
to speed up or slow down.
• Unbalanced forces can cause an object
to change direction.
• Unbalanced forces can cause an object
to change position.
PRIOR LEARNING

11. Correct (1.4) 42%
Incorrect 57%
2014 STAAR-Released Question: 6.8C

12. A 3%
B 65%
C 5%
D 27%
2014 STAAR-Released Question: 6.8D

13. F 11%
G 58%
H 12%
J 23%
2014 STAAR-Released Question: 8.6B

14. Based on the data and distractors, what key points should teachers
emphasize during lessons?
• Average Speed = Distance / Time
• Speed involves only distance and time.
Activities to emphasize this
point included in the
curriculum:
1.Frayer Model: Speed
2.Describing Motion-Speed
Investigation
3.Calculating Average Speed
Video & Journal Entry
4.Take a Walk Lab
5.STEMScopes Guided
Practice
6.Performance Assessment:
School Zone Speed Trap
Activities to emphasize this
point included in the
curriculum:
1.Frayer Model: Speed
2.Describing Motion-Speed
Investigation
3.Calculating Average Speed
Video & Journal Entry
4.Take a Walk Lab
5.STEMScopes Guided
Practice
6.Performance Assessment:
School Zone Speed Trap

15. Based on the data and distractors, what key points should teachers
emphasize during lessons?
• Components of a Line Graph
• Motion occurring between points on a graph Activities to emphasize this
point included in the
curriculum:
1.Describing Motion-Speed
Investigation
2.Graphing Speed
3.Take a Walk Lab
4.Interpreting Graphs
5.Graphing Motion Station
6.Reading Graphs Exit Ticket
Activities to emphasize this
point included in the
curriculum:
1.Describing Motion-Speed
Investigation
2.Graphing Speed
3.Take a Walk Lab
4.Interpreting Graphs
5.Graphing Motion Station
6.Reading Graphs Exit Ticket

16. Components of a good lesson plan
1. Engage Student Interest
2. Review/Scaffold to TEKS
3. Student-Centered Activities directly relating to the depth and complexity of the TEKS
• Labs, Activities, Videos
1. Organize and Practice Vocabulary
2. Reading & Comprehension Strategies
3. Writing Opportunities & Scaffolds
4. Daily Listening & Speaking Opportunities
5. Differentiation
6. Formative Assessment & Reteach

17. Embedded in lessons:
Engage Student Interest
• Speed Lessons
• STEMScopes Demonstration Presentation: Changes in Force & Motion
• Exploring Position
• Class Discussion: Where is speed measuring in everyday life?
• Motion & Speed Lessons
• Journal Entry: Imagine you are the manufacturer of skateboards. What must
you consider when designing and testing your product?

18. Embedded in lessons:
Review / Scaffold to TEKS
• ScienceFusion Unit 4, Lesson 3:
Motion & Speed Digital Lesson
& Virtual Lab

19. Embedded in lessons:
Student-Centered Activities directly relating to the depth and complexity of the
TEKS (Labs, Activities, Videos)
• Speed Lessons
• Describing Motion-Speed
• Discovery Education Video: Calculating
Average Speed
• Graphing Speed
• Take a Walk Lab
• Interpreting Graphs
• Motion & Speed Lessons
• STEMScopes Guided Practice
• Graphing Motion Stations
• STEMScopes PBL Science!

20. Embedded in lessons:
Organize and Practice Vocabulary
• Speed Lessons
• Frayer Model: Speed
• Discovery Education Video Journal Entry
• Cloz-ing in on Science: Cloze 3
• Motion & Speed Lessons
• STEMScopes Guided Practice Concept
Map
• Journal Entry: How can you design an
investigation that compares the distance
and speed a toy car travels on different
surfaces?

21. Embedded in lessons:
Reading & Comprehension Strategies
• ScienceFusion: Motion & Speed p.
220-230
• Reader/Writer/Speaker Response
Triads Students form groups of
three. One student reads the text
aloud; one writes the group’s
reactions or responses to questions
about the text, a third reports the
answers to the group. After reporting
to the group, the students switch
roles.
• Embedded Active Reading
Strategies & Visualize It!

22. Embedded in lessons:
Writing Opportunities & Scaffolds
• Journal Entries
• Where can you find the formula to calculate speed? What is the formula for calculating speed?
• How do you calculate speed?
• What is speed?
• What are the main components of an accurate graph? Set up and label a generic line graph.
• How could your investigation be improved? What steps could you take to make sure your data is accurate while conducting
your experiment? What other questions do you still have about speed? How could you research or test those questions?
• What would a graph of how you got to school look like?
• A soccer ball takes 30 seconds to roll 15 meters. Calculate the average speed of the ball.
• Imagine you are the manufacturer of skateboards. What must you consider when designing and testing your product?
• How can you design an investigation that compares the distance and speed a toy car travels on different surfaces?
• Exit Tickets
• Describing Motion-Speed Conclusion
• Take a Walk Conclusion
• STEMScopes PBL Science!
• Scaffolds: Sentence Frames, Word Bank, Think/Share/Write, Write/Share/Revise

23. Embedded in lessons:
Daily Listening & Speaking Opportunities
An investigation
comparing distance
and speed on different
surfaces would
include…
A distance and speed investigation
would need….

24. • Special Education:
1. Building Background Knowledge
2. Pre-Teach
3. Mixed-Ability Partners
4. Sentence Frame
5. Word Bank
6. Drawing & Labeling
7. Class List
8. Identifying Anchors of Support
9. Modeling
10. Clozed Sentences
11. Providing Examples
• English Language Learners:
1. Building Background Knowledge
2. Pre-Teach
3. Mixed-Ability Partners
4. Sentence Frames
5. Word Bank
6. Drawing and Labeling
7. Class List
8. Identifying Anchors of Support
9. Modeling
10. Labeling a Graphic
11. Clozed Sentences
12. Providing Examples
Embedded in lessons:
Differentiation

25. • ScienceFusion Unit 4, Lesson 3:
Motion & Speed Digital Lesson &
Virtual Lab
• Journal Entries
• Exit Ticket
• Graphing Speed
• Investigation Conclusions
• Performance Assessment: School Zone Speed
Trap
• STEMScopes PBL Science!
Embedded in lessons:
Formative Assessment & Reteach
Formative Assessment Reteach Opportunities

26. Higher level questions
• “Research shows there’s a link between critical thinking skills and increased student achievement in the
classroom.” (Moore & Stanley, 2010)
• Higher level questions must be planned in order to be implemented effectively in the classroom.
• Levels of Questions
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing
Higher Level Questions.

27. Lower Levels of questions

28. Higher Levels of questions

29. Sample Unit questions
• A sample from this unit using the Daily Guiding Questions.
Knowledge Comprehension Application Analysis Synthesis Evaluate
What is speed?
How do we calculate
and communicate
the change in
position, direction
and speed for
moving objects?
How do you
represent motion on
a graph?
How do you
communicate the
results of an
experiment?
How do you
interpret motion on
a graph?
A penguin swimming
underwater goes 20
meters in 8 seconds.
What is its average
speed?
What is the difference
between speed and
average speed?
If a line on a distance-
time graph becomes
steeper, what has
happened to the
speed of the object?
Predict the motion
and average speed of
the object in the graph
after 10 seconds.
How would you justify
that the average
speed is 5 m/s of the
object represented on
the graph?

30. Recommended Anchors of Support
• STEMScopes Guided Practice Concept Map
• Frayer Model: Speed
• Calculating Average Speed Video Journal
Entry

31. Anchors of Support
Other Resources
•Interactive Word Wall- Current, working models with student contributions
• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf
• “Word walls can be arranged on cupboard doors or classroom walls, or hung from
the ceiling with wire and string.”
• “Maximum instructional potential and efficiency are achieved when interactive word-
wall construction is aligned with lessons and students are allowed to participate in
the process. As a result, walls are usually built over many days and are finished as
a unit nears completion. Word walls support units and are changed or replaced as
units change.”
• Interactive Word Walls Rubric: Next Slide
• ScienceFusion Textbook, Science Glossaries, Dual Language Science
Glossaries

33. Academic vocabulary
TEACHER LESSON PAGE
CURRICULUM ROAD MAP