Student Activities for Motion Include:
Motion has been studied by scientists for millennia. Mathematics is often used as the language to describe many things in science, and this is especially true in kinematics, or the study of the motion of objects. An understanding of kinematics is essential in a range of industries as diverse as sport and aeronautical engineering. There are different ways to describe motion including charts and vector diagrams.
Motion Lesson Plans, Student Activities and Graphic Organizers
Vector or Scalar Quantities
In this activity students will demonstrate their knowledge of examples of vectors and scalars by creating a sorting TChart. As well as researching and sorting the terms into the categories of scalar and vector, students will also create illustrations.
Scalar quantities only have magnitude (size) and no direction. Examples of these are distance, time, energy, and length. Vector quantities have both magnitude and direction. Vectors can be represented by arrows. The length of the arrow represents the magnitude of the quantity and the head represents the direction. Examples of vectors are velocity and forces. In order to completely understand a force, you need to know both the size of the force, but also the direction the force is acting in. Give students a list of quantities and have them sort them into either vector or scalar quantities, or let students choose the quantities.
Examples of Vectors and Scalars
Vector  Scalars 
Thrust  Length 
Displacement  Temperature 
Weight  Voltage 
Acceleration  Time 
Momentum  Power 
Drag  Area 
Lift  Energy 
Movement  Pressure 
Velocity  Speed 
To support students who need help, print out the example storyboard, cut it up, and have students put it back together as a card sort.
(These instructions are completely customizable. After clicking "Copy Assignment", change the description of the assignment in your Dashboard.)
Student Instructions
In this activity you are going to identify examples of scalar and vector quantities.
 Click "Use this Template" from the assignment.
 Label the first column as Vector and the second as Scalar.
 Think of three examples of each and write them in the boxes underneath each cell.
 Use a combinations of scenes, characters, and props to create a visualization to represent each example.
 Save and submit the assignment. Make sure to use the dropdown menu to save it under the assignment title.
(Modify this basic rubric by clicking the link below. You can also create your own on Quick Rubric.)
Vocabulary for Motion
Have your students put key vocabulary into practice. One of the things students can find really difficult is using scientific vocabulary correctly and in the appropriate context. Using a visual representation or visual examples as well as a written one can really help students understand abstract concepts.
Example Motion Vocabulary
Acceleration
Acceleration is a measure of the rate of change of speed, measured in m/s^{2}.
Average Speed
Average speed is calculated by dividing the total distance by the time taken to travel that distance.
Stationary
If an object is stationary, it is still and not moving.
Terminal Velocity
Terminal velocity is the maximum velocity reached by a falling object. This happens when an object’s weight is equal but opposite to the drag force.
Friction
Friction is a force between two sliding objects that opposes motion.
Other terms include:
 Air Resistance
 Arrows
 Atmosphere
 Average
 Balanced Forces
 Brakes
 Constant Speed
 Descend
 Drag
 Falling
 Faster
 Lift
 Lubricant
 Maximum Speed
 Meters
 Motion
 Newton
 Oil
 Parachutes
 Pedals
 Performance
 Proportional
 Pulling
 Pushing
 Race
 Ramps
 Resistance
 Skating
 Sliding
 Slope
 Slower
 Spacecraft
 Speed
 Streamlined
 Thrust
 Ticker Timer
 Unbalanced
(These instructions are completely customizable. After clicking "Copy Assignment", change the description of the assignment in your Dashboard.)
Student Instructions
Demonstrate your understanding of key scientific vocabulary by creating visualizations.
 Choose five vocabulary words and type them in the title boxes.
 Find the definition in a print or online dictionary and write it under the cell.
 Illustrate the meaning of the word in the cell using a combination of scenes, characters, and items.
 Alternatively, use Photos for Class to give examples of the words.
 Save and submit your storyboard. Make sure to use the dropdown menu to save it under the assignment title.
(Modify this basic rubric by clicking the link below. You can also create your own on Quick Rubric.)
Displacement
Have your students label a displacementtime graph using Storyboard That. Students often get displacementtime graphs and velocity time graphs confused. Use the last activity in this teacher guide as a way to help students who get muddled between the two.
Distance and displacement are slightly different from each other. Distance is a scalar quantity which describes how much ground an object has covered. Displacement is a vector quantity which describes how far an object is from its starting position.
A displacementtime graph normally puts displacement on the yaxis and time on the xaxis. Using S.I. units, displacement is measured in meters and time is measured in seconds.
On a displacement time graph, the gradient, or slope of the line, represents the size of the speed. A positive gradient relates to a positive velocity and a negative gradient indicates a negative velocity.
Interpreting the DisplacementTime Graph
Section  Description  Example 
A  The object is moving at a constant speed.  Sandy is a park ranger. She is patrolling the park at a constant speed in her vehicle.

B  The object is stationary.  She sees a goose in her way and stops to let it pass.

C  The object moving at a constant speed in the same direction as section A, but not as quickly.  She continues again, but this time more slowly in case there are other animals.

D  The object is moving at a constant speed (more quickly than A and C), but in the opposite direction.  There was another animal, but not a goose! She quickly turns her vehicle around to go back to the ranger station at a high speed.

As an extension, give your students a description of a journey and then have them create the graph themselves. This activity would also work if you got your students to label a velocity time graph.
(These instructions are completely customizable. After clicking "Copy Assignment", change the description of the assignment in your Dashboard.)
Student Instructions
Label and interpret a distance time graph. Provide an example scenario to accompany it.
 Click "Use this Template" from the assignment.
 Label the axes, making sure you include units.
 Label each color section of the graph and explain what is happening to the object in the description box.
 Come up with a narrative scenario to match the relative velocities and direction of travel.
 Save and submit the assignment. Make sure to use the dropdown menu to save it under the assignment title.
(Modify this basic rubric by clicking the link below. You can also create your own on Quick Rubric.)
Motion Discussion Storyboard
Discussion storyboards are a great way to get your students talking about their ideas in Science. They allow students to critique and evaluate different viewpoints without upsetting other students. This activity can be used at the start of the topic to elicit any misconceptions students may have.
At first, show students a discussion storyboard like the one below. Ask them to look at the problem on the discussion storyboard. It shows four students who all have an idea about the problem in front of them. Students should think about whom they think is the most correct and be prepared to explain why that person is correct.
Here are some other ideas to use these discussion storyboards in your lessons.
 Students add another cell on the end of the example you’ve given them to explain whom they think is correct and why.
 Students create their own discussion storyboards to share with peers on the current topic.
Note that the template in this assignment is blank. After clicking "Copy Assignment", add your desired problem and solutions to match the needs of your students.
(These instructions are completely customizable. After clicking "Copy Assignment", change the description of the assignment in your Dashboard.)
Student Instructions
Read the discussion storyboard that shows four students who all have an idea about the problem in front of them. You are going to give your opinion on whom you think is correct and explain why.
 Click "Use this Template" from the assignment.
 Add another cell at the end of the row.
 Use text and images to explain whom you think is correct and why.
 Save and submit the assignment. Make sure to use the dropdown menu to save it under the assignment title.
(Modify this basic rubric by clicking the link below. You can also create your own on Quick Rubric.)
Comparing Displacement and Velocity Graphs
Students often find it difficult to tell the difference between displacementtime graphs and velocity time graphs. In this activity students will be able to demonstrate their knowledge about how motion can be described using displacementtime graphs and velocity time graphs.
Motion Type  Displacementtime Graph  VelocityTime graph 
Acceleration (Positive Acceleration)  A curved line where the gradient is increasing  A line with a constant positive gradient. 
Constant Velocity  A line with a constant positive gradient.  A horizontal line 
Deceleration (Negative Acceleration)  A curved line where the gradient is decreasing  A line with a constant negative gradient. 
(These instructions are completely customizable. After clicking "Copy Assignment", change the description of the assignment in your Dashboard.)
Student Instructions
In this activity you are going to demonstrate your ability to draw displacementtime and velocitytime graphs for different situations.
 Click "Use this Template" from the assignment.
 Use a combinations of scenes, characters and props to create a visualization for the following situations: Positive acceleration, constant speed, and negative acceleration (deceleration).
 Use lines to show what the displacementtime and velocitytime graphs look like for the following situations: Positive acceleration, constant speed, and negative acceleration (deceleration).
 Save and submit the assignment. Make sure to use the dropdown menu to save it under the assignment title.
(Modify this basic rubric by clicking the link below. You can also create your own on Quick Rubric.)
Acceleration and Velocity Vectors
In this activity students will demonstrate their knowledge of acceleration and velocity vectors using storyboard that. Students often find it conceptually challenging when acceleration and velocity vectors aren’t in the same direction.
Spacecraft in Orbit
The spacecraft moves in a circular path around the Earth. Its velocity vector is constantly changing, even if its speed is constant. The acceleration vector arrow points towards the center of the Earth, in the same way the force due to gravity would act.
Car Slowing Down
The velocity arrow changes as the car slows down. The direction of the arrow remains constant, in the direction the car is moving. The size of the velocity arrow decreases as the car gets slower. The acceleration arrow acts in the opposite direction to the velocity arrow. This is known as negative acceleration or deceleration.
Ball Thrown in the Air
The velocity vector points in the direction of travel and changes as the ball follows its path. The acceleration vector arrow remains constant as the ball is in the air. The arrow points directly downwards towards the Earth.
Alternatively, have your students create these diagrams for other situations, such as a car going around a corner or a cannon ball being fired out of a cannon.
(These instructions are completely customizable. After clicking "Copy Assignment", change the description of the assignment in your Dashboard.)
Student Instructions
In this activity you are going to demonstrate your ability to draw acceleration and velocity vector arrows in different situations.
 Click "Use this Template" from the assignment.
 Use a combinations of scenes, characters and props to create a visualization for the following situations: spacecraft in orbit, car slowing down, and ball thrown in the air.
 Use arrows to describe the acceleration and velocity vectors in each situation.
 Save and submit the assignment. Make sure to use the dropdown menu to save it under the assignment title.
(Modify this basic rubric by clicking the link below. You can also create your own on Quick Rubric.)
Kinematics Background Information
Kinematics is an area of study in classical physics that deals with motion. Some people could even argue it is actually an area of Math. We can describe the motion of objects by looking at the different measurable quantities such as displacement, velocity, and acceleration. Displacement is distance with a direction. Velocity, or speed, is how fast something is moving. In order to calculate the average speed you need to know two things: the distance the object has traveled and the time it has taken the object to cover that distance. In science we normally use the S.I. units for speed, m/s (meters per second). In everyday language, we can also describe speed in the units of mph (miles per hour) or km/h (kilometers per hour). The equation for speed is distance divided by time taken. Instantaneous speed is the speed at a particular moment, whereas average speed is the mean speed across a large distance. Acceleration is a measure of the rate of change of speed. Acceleration can be positive, meaning velocity is increasing, or negative, meaning velocity is decreasing.
The motion of the object can be described using charts. It is important that students can interpret velocitytime graphs and displacementtime graphs. In both these graphs time runs along the xaxis with velocity or displacement on the yaxis. For a displacementtime graph the gradient or slope of the line indicates the direction and the speed an object is travelling. A line with zero gradient (a horizontal line) means the object is not moving. If the line curves, this indicates the object is accelerating, either negatively or positively.
There are two types of quantities in science, vector quantities and scalar quantities. A vector quantity is a quantity that has both size and direction. An example of a scalar is time. Time has no direction, but does have magnitude. Velocity is an example of a vector, where both the magnitude and the direction of the quantity are needed.
Velocity and acceleration are both vector quantities and can be represented by an arrow. When the acceleration vector is in the same direction as the velocity vector, the object will increase in velocity in that direction. When the acceleration arrow is in the opposite direction to the velocity vector, the object’s velocity will decrease. If there is no acceleration, then the object will travel at a constant velocity; it will not increase or decrease.
Essential Questions for Motion
 What is a scalar/vector quantity?
 How can we describe motion?
 How can we calculate speed?
Other Motion Lesson Plan Ideas
 Create a narrative storyboard showing one's motion throughout the day. Make a displacementtime graph to accompany it.
 Plan an investigation into velocity or displacement using Storyboard That investigation planning resources.
 Compare different scalar and vector pairs, like velocity and speed, in a TChart.
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