Unit Overview
Content Area: Science and Mathematics
Unit Title: Motion
Target Course/Grade Level: 8th Grade Physical Science, self contained class at a private school
Name: Anthony Wasacz
School: Durand
Date: July 15, 2010
Unit Summary
This unit will introduce students to motion. The students are first introduced to displacement, measurement, and relative motion. They will learn how to take measurements in length by using rulers and meter sticks. They will learn how to determine if an object is moving by using a point of reference. They will then be introduced to velocity, or speed in a given direction. They will learn to measure time using a stopwatch and an analog clock. They will then determine the speed of an object by measuring the distance it travels in a given time. Finally, they will calculate the acceleration of an object using the initial and final speed of an object.
The students at this class are at a private school for students with learning disabilities, or who are on the autism spectrum. There is a 4:10 teacher to student ration. Three one – on – one aids are part of the class. The students struggle with reading on grade level, comprehension, and writing. They have no prior experience in using formulas to calculate speed or acceleration.
Primary interdisciplinary connections
Math – Using formulas to calculate data. Creating a graph of their data.
Technology  Using graphing calculators with motion sensors, stopwatches, SMART Boards, and YouTube videos on the internet.
Current events  Observing various types of sports to try to calculate the speed of the players.
21st century themes
Global Awareness
Unit Rationale
Understanding how to measure and collect data is an important skill for students in both math and science. This unit will provide the students with ability to collect data by measuring lengths with rulers or meter sticks, as well as measuring time with clocks and stopwatches. Students will learn to collect different types of data and work together in groups to take accurate measurements. This unit can help them to understand the idea of speed, and acceleration.
Learning Targets
Standards Key Ideas and Details
8.EE Expressions and Equations
Understand the connections between proportional relationships, lines, and linear equations.
5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance – time graph to a distance – time equation to determine which of two moving objects has greater speed.
8.F Functions
Use Functions to model relationships between quantities.
4. Construct a function to model a linear relationship between two quantities. Determine rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or table of values.
Content Statements
4.1.8 B1 Numerical OperationsUse and explain procedures for performing calculations involving addition, subtraction, multiplication, division, and exponentiation with integers and all number types with: penand –paper, mental math, and calculator.
4.1.8 B5 Numerical Operations Understand and apply the standard algebraic order of operations, including the appropriate used of parentheses.
4.2.8C2 Coordinate GeometryUse a coordinate grid to model and quantify transformations.
4.2.8D6 Units of MeasurementSolve problems that involve compound measurement units, such as speed (miles per hour), air pressure (pounds per square inch), and population density) persons per square mile).
4.3.8A 2 PatternsDescriptions using tables, verbal and symbolic rules, graphs, simple equations or expressions.
4.3.8B 12 Functions and Relationships Rates of change (informal notion of slope).
4.8.A1 Data Analysis Calculators and computer used to record and process information.
Science Standards:
5.7.4A1 Motion and Forces Recognize that changes in speed or direction are caused by force and that the greater the force, the greater the change in motion will be.
Unit Essential Questions
Unit Enduring Understandings
Unit Learning Targets
Students will...
Evidence of Learning
Summative Assessment (X day)
Weekly quiz
End of unit exam
Equipment Needed:
Chapter test, weekly quiz, calculators.
Formative Assessments:
Lesson Plans
Lesson 1
Measurement of distance and time.
45minutes each day, over 5 days.
Lesson 2
Measurement of speed.
45minutes each day, over 4 days.
Lesson 3
Laboratory activity – Measurement of speed
One 45 minute class.
Lesson 4
Acceleration of objects
45minutes each day, over 4 days.
Laboratory activity – Acceleration of a toy car down a ramp.
One 45 minute class.
Lesson 4
Unit review
One 45 minute class.
Lesson 5
Unit test
One 45 minute class.
Teacher Notes
Students will be placed in ability level groups. Each group will have the help of a teacher or a oneon –one aid.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.cast.org/research/udl/index.html
Lesson Plan 1
Content Area: Mathematics
Grade: 8th
Lesson Title: Calculating Speed
Timeframe: Two 45 minute classes
Lesson Components
21st Century Themes
X Global Awareness
Financial, Economic, Business, and Entrepreneurial Literacy
Civic Literacy
Health Literacy
21st Century Skills
Creativity and Innovation
Media Literacy
x Critical Thinking and Problem Solving
ICT Literacy
x Communication and Collaboration
x Life and Career Skills: Explore real life careers that use the Pythagorean Theorem
Information Literacy
Interdisciplinary Connections: Math: The students will be using formulas to calculate the speed of moving objects (speed = distance/time).
Global Awareness: The students will view videos of sports related events (such as a 50 meter race in the Olympics) to see how knowledge of speed could be used in their everyday life.
Critical Thinking and Problem Solving: The students will be using real life experiences to create and solve word problems related to speed.
Communication and Collaboration: The students will work together to collect data.
Integration of Technology: Use of calculators and stopwatches.
Equipment & materials needed: Meter sticks, stop watches, clipboards, graph paper, markers, and calculators.
Goals/Objectives/CPIs
Students will be able to do the following with 70% accuracy:
Learning Activities/Instructional Strategies
Who would need to know about speed? (Drivers, people in a race).
In what situations would it be needed? (Races or driving a car).
How do we measure speed? (Miles per hour or meters per second).
Students will volunteer to demonstrate walking slowly and quickly across the front of the room. Discuss things or animals that move fast or slow.
Formative Assessment Tasks
Universal Design for Learning Options
Multiple Means of Representation
http://www.udlcenter.org/implementation/examples/examples1_3
http://www.udlcenter.org/implementation/examples/examples2_3
http://www.udlcenter.org/implementation/examples/examples1_3 
Multiple Means of Action and Expression
http://www.udlcenter.org/implementation/examples/examples4_1

Multiple Means of Engagement
http://www.udlcenter.org/implementation/examples/examples6_4
Resources