This full lesson introduces speed, velocity, and acceleration. Lesson includes a 123 slide PowerPoint with definitions, practice calculations, graphs, engaging embedded videos, and lots of fun graphics. You also get a seven page guided notes student foldable, and a foldable that aids students in solving any average speed calculation, regardless of which variable is unknown. In addition you get a set of 16 task cards with teacher key, additional teaching tips, links to video clips that support the material, and free downloads of the fonts used to create the lesson!
This lesson was created for middle school and early high school students and is a great general physics introduction. This lesson is complete and ready to teach today! All you need to do is make photocopies of the foldables!
This lesson covers both common core concepts as well as Texas Essential Knowledge and Skills. Highly engaging, high level thinking activities make this lesson great as an introduction or a fun review for standardized testing.
Concepts covered include physics, average speed, velocity, acceleration, graphing acceleration and velocity, calculating average speed, and calculating acceleration. Approximately three to four class periods in length. As a point of reference I teach a 50 minute class and generally complete the lesson, both foldables, and the task cards in three days. Please note: the PowerPoint has been converted to PDF. This allows you to view the presentation on any device that can view a PDF not just devices with Microsoft PowerPoint! Also, PDF retains the fonts and original design of the presentation which can often change when using PowerPoint on various machines. This in no way prevents you from accessing or using all the many features of the product. Created by Mister Science.
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Common Core Standards addressed in this lesson:
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
This standard is met when students follow instructions to complete physics calculations. This standard is further met when students follow instructions to complete foldables.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
This standard is met when students use key terms and information from story based problems to solve a specific average speed or acceleration calculation.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
This standard is met when students analyze data of acceleration and velocity and then use that information to interpret a visual representation of those answers in the form of a graph.
For my fellow Texans:
This lab addresses the following Texas Essential Knowledge and Skills (TEKS) for science and math:
(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers
This standard is met when students analyze data of acceleration and velocity and then use that information to interpret a visual representation of those answers in the form of a graph, when students complete guided notes, and complete a graphic organizer foldable.
(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns
This standard is met when students analyze data of acceleration and velocity and then use that information to create a graph that expresses velocity and acceleration.
(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
This standard is met when students analyze data expressed as a line graph and then conclude how the data would look in a real life situation (such as motion of a car or bicycle).
(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
This standard is met when students analyze information given in the form of a story problem, then use that data to determine a solution to the problem.
(B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers.
This standard is met when students use previous knowledge to set up and solve average speed and acceleration problems, solving for one unknown variable.
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