Motion

 
A 5th grade Social Studies Unit on motion 
including completed lesson plans of Language Arts, 
Math, and Science rooted in the Pennsylvania State 
standards. Also including a concept map, interactive 
gizmo, rational, and content outline. 
 

By: Ms. Theresa Moore 

Fall 2017 
 
 

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Rational
Motion is something that we experience everyday! It is a part of our everyday lives and
we rarely stop to explore motion and how it really works. In this social studies unit, we will be
learning about the fascinating concept of motion and gain a deeper understanding of something
that we experience everyday. Each lesson will follow a social studies Pennsylvania Common
Core Standard. The standard is: Geography: 7.2.5.A. Describe the characteristics of places and
regions.

The science lesson will be an interactive and fun way to learn about a specific aspect
within the concept of motion. We will explore how air resistance affects falling objects.
Students will learn this through the use of three stations: one being a gizmo, one being a space
where they can test out the concept of air resistance, and one being an engaging worksheet with
facts about air resistance. The common core standard that this lines up with is: S5.C.3.1.2
Explain how the mass of an object resists change to motion (inertia).

The language arts lesson is introducing movement vocabulary. In order for students to
understand motion, it is helpful to understand the vocabulary related to it. After learning the
vocabulary, they will describe the characteristics of a region while using the motion vocabulary.
The standard aligned with this lesson is: CC.1.3.5.J Acquire and use accurately grade-appropriate
conversational, general academic, and domain-specific words and phrases, including those that
signal contrast, addition, and other logical relationships.

The math lesson incorporates motion through the use of graphing locations. They will
branch out from the basic concept of motion and move to finding the distance between two
locations. Understanding motion includes being able to know how to get from one place to
another. The standard that goes along with this math lesson is: CC.2.3.5.A.1 Graph points in the
first quadrant on the coordinate plane and interpret these points when solving real world and
mathematical problems.

Throughout this whole unit, students will learn that there is so much more to motion than
there seems. Motion can be incorporated into all subjects and there are so many aspects about it
to learn. This unit is both informative and enjoyable and therefore will be very beneficial for
students.  
 

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Concept Map

Science Language Arts Math

Gizmo 6E Model Backwards Design Model

Graphing points on a
Learning vocabulary that is
Discovering the effect of air quadrant plan that
related to motion
resistance on falling represent cities and their
objects populations

Formal assessment will be Students will be assessed The students will be

used through the use through the stories they will informally assessed. The
worksheets and informal be creating. I will be teacher will be walking
assessment will be used looking for creativity and around the room to to
by observing students as the use of the six observe and will collect
they experiment at the vocabulary words within worksheets at the end, not
different stations the story. to give a grade, but to see
where students are at.

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Content Outline

Rational
~The rational explains the overall construction of the unit. It introduces the
theme and why we are learning it. It also gives a description of each lesson as well as
the standards used in each one.

Concept Map
~This is a visual chart to display each lesson and what assessments will used in
each.

Science Lesson Plan

~The science plan is about air resistance and features an interactive gizmo.

Language Arts Lesson Plan

~This lesson plan is an introduction to vocabulary words related to motion.

Math Lesson Plan

~Students will be graphing locations on a grid to find the distance between two
places.

Conclusion
~This unit will be concluded through assessments of worksheets, experiments,
student written stories, etc.

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Science Lesson Plan
Lesson Title: The Effect of Air Resistance on Falling Objects Grade: 5th

Learning Target​:
Students will be able to understand the idea that, because of air resistance, the more mass an
object has, the more air resistance it will have, the faster it will move. They will also be able to
demonstrate this concept with physical objects.
Grade Level Guide: Content Standards
Content Curriculum Focal Points Common Core State Interdisciplinary Connections
(ie: NCTM, IRA,…) Standards
NSTA Official Position: Pennsylvania State Science Students are not only learning about
Standard Geography: an important scientific concept, but
“NSTA provides national and 7.2.5.A. Describe the they also are learning about
international leadership in something that they can relate to
characteristics of places and
science education by identifying their everyday life experiences.
the quality standards for good regions. They are also learning to implement
science education; these are set inquiry to discover and learn about
forth in the form of position Pennsylvania State Science a concept through the use of the
statements, which support the Standard: S5.C.3 Principles stations that are implemented in the
improvement of science of Motion and Force lesson procedure.
education at all levels.” ​Pennsylvania State
Standard: S5.C.3.1.2 Explain
how the mass of an object
resists change to motion
(inertia).

English Language Learners Special Needs

English Language Learners This is a very active lesson,

will likely struggle with the
worksheet portion of this
lesson. Since they will be in
groups, their peers will help
them with reading the
worksheet.
so students who have
physical disabilities will be
given the opportunity to
take their time at each
station to be able to
perform the task.
Students with visual
impairments will need to be
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up close to the gizmo when
the experiment is
happening to see the
objects race each other.

Academic Language: ​motion, air resistance, change, mass, object, speed, fall

Students Needs: ​Students will need to have a background knowledge of the differences in
weights of objects and will need to be able to visually see which object is falling faster.

Materials​: “Force and Motion” Gizmo, toy cars, weights, worksheets, pencils, loose sheet of
paper, extra paper and pencils to record findings

Language Function: ​Students will be pushed to higher level thinking because they are taking
something that they see in everyday life and applying scientific principles to it. They are
thinking like a scientist because they are not simply seeing that one object is faster than the other,
but they will think more deeply to see that they reason why it happens is because the air
resistance is greater on heavier objects, causing them to fall faster.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan
Before​: I will build on upon relatable, real life experiences that students know by asking students:
“Have ever gone sledding in the snow with a friend?” Did you go faster when you were sharing a sled
with your friend, rather than when you were by yourself? Why do you think that happened?” I will
then reveal to them that the heavier the weight on an object, the faster it will go, and the more mass an
object has, the slower it will fall. Then I will show this engaging video that explains air resistance
very well and its effect on falling objects.
https://www.youtube.com/watch?v=O-KYLXp2MG4
During​: The classroom will be split up into stations of different ways they can explore this concept.
Station 1 will be the gizmo. I will be at this station to guide this activity. The gizmo is two ramps with
wooden cars on them. There will be magnets to add on to the cars. The students will be able to race
these cars down the ramp, while changing the weights of the cars by changing the amount of magnets
on the car.
Station 2 will be an engaging worksheet on air resistance. It gives facts that explain air resistance, and
questions about it. ​https://www.education.com/download/worksheet/111196/air-resistance.pdf
Station 3 will be a table with objects that I will set aside for the students that are of equal weight, but
different size. For example, a piece of paper and a crumpled up piece of paper. The students will
record on a sheet of paper their predictions as to which object will fall faster and compare objects to
one another by dropping them at the same time. On the same sheet, they will record which object fell
faster and if their predictions were correct or not.
After​: I will have the students gather as a whole class and share what they found at each station. We
will come to the conclusion that, in the gizmo, the heavier the car, the faster it went. At station

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number 3, the larger the object was, the slower it would fall. I will then gather the worksheets and
recordings to assess.

Type of Description of Modifications Evaluation Criteria​-

assessment assessment

Formal assessment Correct answers in Not all students Being engaged in the activities and
will be used the worksheet, will grasp the putting in effort to figure out what
through the use of putting more weights concept, so I will makes objects moves faster will meet
worksheets and on the cars in the modify the the standards of learning about the
informal gizmo to make them assessment effect of air resistance on the speed of
assessments will be go faster, and process by objects.
used by observing correctly recording observing if they
the students as they their observations of are putting in the
experiment at the the speed of falling effort when
different stations. objects will show that working at the
Formative they have learned. stations.
assessment will be
used because what
will be assessed is
what they are
learning that very
day.

Resources:
https://www.education.com/download/worksheet/111196/air-resistance.pdf
https://www.youtube.com/watch?v=O-KYLXp2MG4

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Language Arts Lesson Plan
Lesson Title: ​Introduction to movement vocabulary Grade:

5th

Learning Target​:
The student will be able to use the six vocabulary words (force, motion, friction, gravity, push,
pull) that introduce force in motion in the correct context of describing a place of their choice.

Grade Level Guide: Content Standards:

Content Curriculum Focal Points Common Core State Interdisciplinary Connections
(ie: NCTM, IRA,…) Standards

National Council for Social
Studies:
Social Studies teachers should
possess the knowledge,
capabilities, and dispositions to
organize and promote
instructions at the appropriate
school level for the study of
Time, Continuity, and Change.
Geography: 7.2.5.A. Students are using the discipline of
Describe the characteristics English Language Arts by writing a
story. They are also incorporating
of places and regions.
science by learning the scientific
vocabulary words related to force
Standard - CC.1.3.5.J and motion.
Acquire and use accurately
grade-appropriate
conversational, general
academic, and
domain-specific words and
phrases, including those that
signal contrast, addition, and
other logical relationships.

Academic Language​:
This lesson is based off of vocabulary terms of force, motion, friction, gravity, push, and pull

Students’ Needs:​.
Student’s prior knowledge of the lesson comes from everyday experiences of movement.
Students will need a prior experience with descriptive writing in order to be able to describe a
certain place. Students will be unable to reach the goal of the lesson if they are not able to write a

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descriptive paragraph. They will put into practice their ability to write and to correctly use
vocabulary terms.

English Language Learners Special Needs

English Language Learners Students who struggle with

will benefit from this by
drawing a picture of their
described place at the end
of the assignment.
reading will benefit from
this lesson plan because we
will be going over the
vocabulary and their
definitions together.

Students with vision loss

will benefit from this lesson
because I will giving a
handout of the vocabulary
words that they need to
know

Materials​: Vocabulary worksheet that I will print out for each student ahead of time, paper, and
writing utensils.

Language Function​:
Students will be encouraged to think about how things move from place to place. They will be
encouraged to move from lower level thinking of simply ​why​ things move, to understanding ​how
they move through understanding of the vocabulary words. Understanding things such as force,
motion, gravity, etc. will promote higher level thinking.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Before​: I will get the students interested by asking them if they ever wonder what makes something
move. Or why certain objects in certain surfaces go further than others. This will create a class
discussion and I will introduce the terms of force, motion, friction, gravity, push, and pull. I will ask
students to tell me what they already know about these terms. For example, I will call a student and
say “Jimmy, what do you know about gravity?” This gets students ​engaged.​ After we go through all

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these terms, I will hand out the worksheet with each word and definition and read them out loud
together in order to ​explain​ what they mean.

During​: In order to have full understanding of these words and be able to apply their meanings, I will
have students write a story of their choosing describing a place or region while using these six words
within their story. I would give them leniency with which place they want to describe to promote
creativity, and would recommend about a paragraph in length. Being able to use these words in the
correct way, ​expands​ their understanding of them. Every student will finish their stories at different
times, and so for the early finishers, I will ask them to draw an illustration of the place they are
describing.

After​: I will use the think-pair-share strategy after they completed the assignment. They will pair up
and read each other their paragraphs so that they can be proud of their work. Then I will ask them to
discuss with their partners what words they found difficult to use in their stories and which ones they
found to be easier. After they discuss, they will share with the class what they thought. This will be
my way of ​evaluating h​ ow well they understand the concept and informally assess them. I will
formally assess by collecting and reading their stories.

Assessment​:
I will be looking for students to have the ability to understand the meaning of these words and
use them in the correct context. The second thing I will be looking for is their ability to be
creative when describing a place. I will informally assess them based off the conversations we
have in class. I will be able to determine who understands this through formally assessing their
stories, making sure that they use the six vocabulary words correctly throughout the story.
Type of Description of Modifications Evaluation Criteria
assessment assessment

Formal, informal, Formal assessment Students will not To meet criteria, students need to use
formative. will be done through be given a letter all six vocabulary words correctly and
reviewing their grade, and so describe a place.
stories, informal will students can be
be done through assessed based off
observing student of many things:
conversations. creativity,
understanding of
vocab words, or
writing ability.
They will also be
drawing a picture
of their described
place which is

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another way to
assess them.

Resources​:
E-learning
6 Vocabulary terms worksheet:
https://www.teacherspayteachers.com/FreeDownload/Force-Motion-Interactive-Notebook-Folda
ble-FREEBIE-2859801
Force and Motion:
https://www.youtube.com/watch?v=8iKhLGK7HGk
Friction:
https://www.youtube.com/watch?v=MAqrWvkBoHk

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Math Lesson Plan

Lesson Title: Graphing Locations Grade: 5th

Learning Target​:
Students will be able to graph points on a quadrant plane that represent cities and their
populations.

Grade Level Guide: Content Standards:

Content Curriculum Focal Points Common Core State Interdisciplinary Connections
according to the national council Standards
of teachers of mathematics
(NCTM)

Pennsylvania Common Core Students are not only learning how

Access, Equity and
Empowerment:​ NCTM
advances a culture of equity
where each and every person has
access to high quality teaching
and is empowered as a learner
and doer of mathematics.
State Standard to graph, but they are learning
Geography: 7.2.5.A. about cities. They have to use their
math skills in order to find out
Describe the characteristics
of places and regions. information about the real world.
This shows students how to apply
math to everyday life. Students will
Pennsylvania Common Core also be working in pairs to compare
State Standard - answers and will grow in teamwork
Mathematics: CC.2.3.5.A.1 in that way.
Graph points in the first
quadrant on the coordinate
plane and interpret these
points when solving real
world and mathematical
problems.

Academic Language​:

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Academic language includes: ​graph, points, grid, up, over, population.​ I will introduce these
terms by using them in context and getting the students familiar with them. I will show them that
this is what we call a ​graph,​ and the dots we mark on the graph are called ​points​. I will tell them
to go ​up​ and then ​over​ a certain amount to find where the ​point​ goes. That ​point t​ hat they made
will show them what the ​population​ of the city is.

Students’ Needs:
This knowledge would be fairly new to the students. They will have to have a previous
experience of viewing a graph before they are able to graph on one themselves. They will also
need to have a previous knowledge of what the word population means.

English Language Learners Special Needs

English Language Learners Students with vision

will benefit from this lesson disabilities would be given
because it is a visual graph a graph that is printed
with numbers. For the word larger
problems about population,
they would struggle and
would be given a fellow
student to help them.

Materials​:
Worksheet of graph, worksheet of word problems, and pencils.

Language Function​:
Students will be encouraged towards higher level thinking by seeing what the graph represents.
They will see how they can apply the mathematical skills to learn about cities. They are
encouraged to take the new language they are learning (graph, point, grid) and apply it.

Lesson Plan

1. Desired Results​: The desired results are that students will be able to graph points on the first
quadrant of a graph while observing the populations of different cities.

2. Assessment Evidence​: Students will show understanding by aligning their points with the correct
numbers on the graph. They will show understanding of what those points represent when they answer

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questions correctly such as “What is the population of Los Angeles?” or “Which city has the lowest
population?”

3. Activities That Make Desired Results Happen​: Students will be given a blank graph; the
horizontal line representing a city, and the vertical line representing the population of the city. The
students will not only be learning how to graph, but will be seeing the differences in population of
certain regions by answering word problems about them. I will introduce the lesson and explain that
you find the two numbers and graph the spot where they meet in the middle (a physical representation
of this on the board will be most effective). I will ask a few students to come up and show the class on
the board where certain points are. Once students seem to have a grasp on the concept, I will tell them
to do the first graph worksheet on their own. After they have completed it, they will pair up and
compare graphs, making sure their points are the same. I will walk around and provide individual help
for students who have conflicting answers.

Assessment​: I will be walking around the room while students are working in pairs that I will
assign or individually and observing and providing help. I will collect the worksheets, not to give
a grade, but to see where the students are at in their understanding.

Type of Description of Modifications Evaluation Criteria

assessment assessment

Students will Students who Finding the correct point on a graph is

Informal and correctly find the struggle will be fairly black and white, and so graphing
formative points on the graph asked to graph the points correctly will be required to
assessments and answer word fewer points so meet the standard. Students need not
problems about the that they can take only to be able to graph the points, but
populations of the their time. to understand what the points represent,
cities. students need to answer the word
problems about the populations
correctly.

Resources​: To add to this lesson, we will learn more about the cities that the students graphed.
Students will have the opportunity to learn more about different cities through this activity. I will
research fun facts about the cities in advance to create a learning game. I will give prompts such
as “the city of brotherly love is located at point (4,7)”. The students will work to find the city and
once they do, I will tell them that that city is Philadelphia.

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Glossary
Motion​- ​The action or process of moving or being moved

Air Resistance- ​T​he frictional force air exerts against a moving object

Change- ​Make or become different

Mass- ​A coherent, typically large body of matter with no definite shape

Object- ​A material thing that can be seen and touched

Speed- ​The rate at which someone or something is able to move or operate.

Fall- ​Move downward, typically rapidly and freely without control, from a higher to a lower level.

Graph- ​A diagram showing the relation between variable quantities, typically of two variables, 
each measured along one of a pair of axes at right angles.

Points- ​A dot or other punctuation mark, in particular a period

Grid- ​A network of lines that cross each other to form a series of squares or rectangles

Up- ​From a lower to a higher point on (something); upward along

Over- ​Expressing passage or trajectory across

Population- ​All the inhabitants of a particular town, area, or country

Force-​ S​trength or energy as an attribute of physical action or movement

Friction- ​The resistance that one surface or object encounters when moving over another

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Gravity- ​The force that attracts a body toward the center of the earth, or toward any other 
physical body having mass. For most purposes Newton's laws of gravity apply, with minor 
modifications to take the general theory of relativity into account

Push​- E
​ xert force on (someone or something), typically with one's hand, in order to move them 
away from oneself or the origin of the force 

Pull- E
​ xert force on (someone or something), typically by taking hold of them, in order to move 
or try to move them toward oneself or the origin of the force

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Engineering & Science Education Design: Gizmo

Instructions
Engineering Innovations I,​ F​ all 2017, Team Number 2
Purpose:

The purpose of this gizmo is to demonstrate elementary concepts of force and motion to a
group of fifth grade students. The topics focused on include: Newton’s Laws of Motion, inertia,
and gravity. The car and ramp is a simple but good visual of these forces in work. The audience
will be able to see how the force of gravity and the steepness of the ramp affect the speed of a
car and the distance it travels.

Materials:

Material Retailer Price

50” X 19.5” piece of plywood Physical Plant $0.00
2 small matchbox cars Toys “R” Us $0.98 each
Hot Wheels® Track (6 segments) Toys “R” Us $7.14
0.5-inch diameter Wooden Dowel Lowe’s $0.88
2 Packages of screws and L-braces Lowe’s $2.48
Blue and green spray paint Borrowed from another student $0.00
96” X 1.5” Piece of wood Lowe’s $1.18

Building Instructions:

● Acquire all the materials listed in the table above

● Cut the 96”X 1.5” piece of wood into five pieces, four of them 21” long, with the fifth
piece being shorter, at only 12”.

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● Drill three holes in each of the 21” long pieces of wood you just cut. 6” from the start,
12” from the start, and 18” from the start.
● Cut the wooden dowel into two 7” long pieces. These dowels with hold up the Hot
Wheels® track at the top.
● Use the L-braces to mount the four 21” pieces of wood onto the large piece of plywood.
Use 2 L-braces for each piece of wood, one on each side.
● Use the remaining two L-braces to mount the 12” piece of wood to the top of the ramp.
One L-brace should be on each side of the ramp.
● Use spray paint to paint the ramp holder blue, and the plywood base green.
● Use a drill to put four screws at the end of the track, two on each track, to stabilize the
track.

Intended Use:

This gizmo is intended for two people to place cars at the top of their respective ramps, let go
of their cars at the same time, and allow them to travel to the bottom. Whichever car makes it
to the bottom first wins. This way the audience can see how the height and slope of the ramp
affects the speed of the car. The car and ramp gizmo gives a display of the force of gravity and
inertia, while allowing kids to have fun.

Side view --->

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Front view --->

Resources

A) Science Lesson Plan

1. https://www.education.com/download/worksheet/111196/air-resistance.pdf
a. This is a worksheet about force and air resistance. It includes facts
about air resistance as well as questions about it.

2. ​https://www.youtube.com/watch?v=O-KYLXp2MG4
a. This is a video that demonstrates air resistance and will serve as an
introduction to the lesson.

B) Language Arts Lesson

1. https://www.teacherspayteachers.com/FreeDownload/Force-Motion-Interactive-N
otebook-Foldable-FREEBIE-2859801
a. This is the worksheet that has the six vocabulary words that are
being taught in this lesson
2. ​https://www.youtube.com/watch?v=8iKhLGK7HGk
a. This is video by the famous Bill Nye the Science Guy that
introduces force and motion in a fun way
3. ​https://www.youtube.com/watch?v=MAqrWvkBoHk
a. This is also a video by Bill Nye the Science Guy about friction and
does not necessarily have to be incorporated into the lesson but is
a nice supplement.

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