Q 3, W 2 (11/02/2024 – 15/02/2024) Grade 8 Mr.

Ziyad Hamdan

Teacher’s name: Mr. Ziyad Hamdan & Ms. Sawsan Karim

Subject: Science Grade level/class: 8 All
Subject area or Topic: Chapter 1: Describing Motion. Quarter: 3
Lesson 1:Position and motion (Pg 9, 10, 11)
Period: 1 Date of lesson: 11/02/2024
Educational goals:
 To prepare students for academic and personal success in higher education program.
 To build strong student communication skills in both Arabic & English language

Content:
 All positions of objects and the directions of forces and motions must be described in an arbitrarily
chosen reference frame and arbitrarily chosen units of size. In order to share information with other
people, these choices must also be shared.
Skills:
 Critical thinking: Asking Questions and Defining Problems
 Observation: Planning and Carrying Out Investigations
 Analysis: Constructing Explanations and Designing Solutions
 Communication: Engaging in Argument from Evidence

Standards: NGSS MS-PS2-2.

Objective: students will be able to plot and analyze motion graphs. (Position-time graph)
Assessment Evidence:
 Pre-Assessment:
 Solve a problem using speed formula.
 Formative Assessment:
 Group discussions and responses to scenarios involving different objects’ speed.
 Authentic Assessment:
 Students will create a different scenarios explaining how the shape of position-time graph differ
in different everyday situations.
Instructional Process:
 Pre-assessment:
 Administer a short quiz to assess students' baseline understanding of basic physics concepts.
 Learning Activity: Tiering and Grouping/Differentiation:(in heterogeneous groups one from each
level)
 Students will do (Exploring_Motion_Graphs) virual lab. Parts I&II
Anchoring Activities (Early Finishers/Gifted and Talented):
 Enrichment tasks, such as researching and presenting examples of famous experiments involving
position-time graph. Showing their work as a PowerPoint presentation or video.
Instructional Closing/Wrap Up:
 A brief summary of key concepts covered during the lesson. Sheets drawn by students. (separated or
copybook)
 Discussion of the importance of understanding the position-time graph in physics.
Resources:
 Whiteboard/Chalkboard
 Markers/Chalk
Q 3, W 2 (11/02/2024 – 15/02/2024) Grade 8 Mr. Ziyad Hamdan

 Visual aids (diagrams, videos, tablets)

 Student textbook: Chapter 1: Describing Motion Lesson 1:Position and motion (Pg 9, 10, 11)
Integration:
 Ethical Theme:
 Discuss the ethical implications of misinterpreting motion in different frames of reference,
especially in legal and forensic contexts.
 Mathematics Connection:
 Use mathematical calculations to determine slope of graph and relate it to speed.
 ELA Connection:
 Practice scientific writing by explaining the concept of slope and speed in a clear and concise
manner.
Global Citizenship:
 Discuss how different cultures may use different units for speed.
Digital Citizenship:
 Emphasize responsible and ethical use of technology when creating and sharing videos.
Authentic Assessment/Product:
 Students will create a short video explaining how using graphs affects our perception of motion in
everyday situations. This will be presented to the class.
Assignment/Homework/Test:
 Homework: A given worksheet.

Teacher’s name: Mr. Ziyad Hamdan & Ms. Sawsan Karim

Subject: Science Grade level/class: 8 All
Subject area or Topic: Chapter 1: Describing Motion. Quarter: 3
Lesson 1:Position and motion (Pg 9, 10, 11)
Period: 2 Date of lesson: 12-13/02/2024
Educational goals:
 To prepare students for academic and personal success in higher education program.
 To build strong student communication skills in both Arabic & English language

Content:
 All positions of objects and the directions of forces and motions must be described in an arbitrarily
chosen reference frame and arbitrarily chosen units of size. In order to share information with other
people, these choices must also be shared.
Skills:
 Critical thinking: Asking Questions and Defining Problems
 Observation: Planning and Carrying Out Investigations
 Analysis: Constructing Explanations and Designing Solutions
 Communication: Engaging in Argument from Evidence

Standards: NGSS MS-PS2-2.

Objective: students will be able to plot and analyze motion graphs. (velocity-time graph)
Assessment Evidence:
 Pre-Assessment:
Q 3, W 2 (11/02/2024 – 15/02/2024) Grade 8 Mr. Ziyad Hamdan

 Solve a problem using speed formula.

 Formative Assessment:
 Group discussions and responses to scenarios involving different objects’ speed.
 Authentic Assessment:
 Students will create a different scenarios explaining how the shape of velocity-time graph differ
in different everyday situations.
Instructional Process:
 Pre-assessment:
 Administer a short quiz to assess students' baseline understanding of basic physics concepts.
 Learning Activity: Tiering and Grouping/Differentiation:(in heterogeneous groups one from each
level)
 Students will do (Exploring_Motion_Graphs) virual lab. Parts III
Anchoring Activities (Early Finishers/Gifted and Talented):
 Enrichment tasks, such as researching and presenting examples of famous experiments involving
position-time graph. Showing their work as a PowerPoint presentation or video.
Instructional Closing/Wrap Up:
 A brief summary of key concepts covered during the lesson. Sheets drawn by students. (separated or
copybook)
 Discussion of the importance of understanding the velocity-time graph in physics.
Resources:
 Whiteboard/Chalkboard
 Markers/Chalk
 Visual aids (diagrams, videos, tablets)
 Student textbook: Chapter 1: Describing Motion Lesson 1:Position and motion (Pg 9, 10, 11)
Integration:
 Ethical Theme:
 Discuss the ethical implications of misinterpreting motion in different frames of reference,
especially in legal and forensic contexts.
 Mathematics Connection:
 Use mathematical calculations to determine slope of graph and relate it to acceleration.
 ELA Connection:
 Practice scientific writing by explaining the concept of slope and acceleration in a clear and
concise manner.
Global Citizenship:
 Discuss how different cultures may use different units for speed.
Digital Citizenship:
 Emphasize responsible and ethical use of technology when creating and sharing videos.
Authentic Assessment/Product:
 Students will create a short video explaining how using graphs affects our perception of motion in
everyday situations. This will be presented to the class.
Assignment/Homework/Test:
 Homework: Problem-solving exercises related to motion graphs.
Q 3, W 2 (11/02/2024 – 15/02/2024) Grade 8 Mr. Ziyad Hamdan

Teacher’s name: Mr. Ziyad Hamdan & Ms. Sawsan Karim

Subject: Science Grade level/class: 8 All
Subject area or Topic: Chapter 1: Describing Motion. Quarter: 3
Lesson 1:Position and motion (Pg 9, 10, 11)
Period: 2 Date of lesson: 14/02/2024
Educational goals:
 To prepare students for academic and personal success in higher education program.
 To build strong student communication skills in both Arabic & English language

Content:
 All positions of objects and the directions of forces and motions must be described in an arbitrarily
chosen reference frame and arbitrarily chosen units of size. In order to share information with other
people, these choices must also be shared.
Skills:
 Critical thinking: Asking Questions and Defining Problems
 Observation: Planning and Carrying Out Investigations
 Analysis: Constructing Explanations and Designing Solutions
 Communication: Engaging in Argument from Evidence

Standards: NGSS MS-PS2-2.

Objective: students will be able to plot and analyze motion graphs.

Assessment Evidence:
 Pre-Assessment:
 Solve a problem using speed formula.
 Formative Assessment:
 Group discussions and responses to scenarios involving different objects’ speed.
 Authentic Assessment:
 Students will create a different scenarios explaining how the shape of velocity-time graph differ
in different everyday situations.
Instructional Process:
 Pre-assessment:
 Administer a short quiz to assess students' baseline understanding of basic physics concepts.
 Learning Activity: Tiering and Grouping/Differentiation:(in heterogeneous groups one from each
level)
 Students will do (Exploring_Motion_Graphs) virual lab. Parts IV
Anchoring Activities (Early Finishers/Gifted and Talented):
 Enrichment tasks, such as researching and presenting examples of famous experiments involving
position-time graph. Showing their work as a PowerPoint presentation or video.
Instructional Closing/Wrap Up:
 A brief summary of key concepts covered during the lesson. Sheets drawn by students. (separated or
copybook)
 Discussion of the importance of understanding the velocity-time graph in physics.
Resources:
 Whiteboard/Chalkboard
 Markers/Chalk
 Visual aids (diagrams, videos, tablets)
 Student textbook: Chapter 1: Describing Motion Lesson 1:Position and motion (Pg 9, 10, 11)
Q 3, W 2 (11/02/2024 – 15/02/2024) Grade 8 Mr. Ziyad Hamdan

Integration:
 Ethical Theme:
 Discuss the ethical implications of misinterpreting motion in different frames of reference,
especially in legal and forensic contexts.
 Mathematics Connection:
 Use mathematical calculations to determine slope of graph and relate it to acceleration.
 ELA Connection:
 Practice scientific writing by explaining the concept of slope and acceleration in a clear and
concise manner.
Global Citizenship:
 Discuss how different cultures may use different units for speed.
Digital Citizenship:
 Emphasize responsible and ethical use of technology when creating and sharing videos.
Authentic Assessment/Product:
 Students will create a short video explaining how using graphs affects our perception of motion in
everyday situations. This will be presented to the class.
Assignment/Homework/Test:
 Homework: Problem-solving exercises related to motion graphs.