Help students connect the key module concepts that illustrate the connection between forces
and the motion of objects and the need to describe motion and position in understandable ways.
AL
Approaching Level
situations involving forces acting on objects that are
moving and objects that are not moving and an answer
the object's motion. Have students exchange models and
try to determine the answers.
BL
Beyond Level
Have students research an event involving a failure to
understand position or motion. For example, a plane
overshooting a runway or a missed pass at a football
game. Have students present their findings as a news
report about the event.
English-Language Support
Make Connections
Help students understand such concepts as reference point, position, speed, and acceleration by
making connections through acting it out, examples in vocabulary logs, and prior experience.
ENTERING and EMERGING
Act It Out
As concepts such as
reference point, position, in motion,
and at rest are introduced, direct
students to move in certain ways
and describe the movements. For
example,
SAY:
Stand by your desk.
Students follow.
Your desk is your
reference point. Now change places
with another student.
Students follow.
This is your new position. Run in
place.
Students follow.
Now you are
in motion. Everybody stop.
Students
follow.
Now you are at rest.
Repeat
the activity throughout the module.
DEVELOPING and EXPANDING
Vocabulary Logs
As concepts such
as displacement are introduced in
the module, have students create
a vocabulary log with the word or
phrase, a short finپDz, and an
example from their experience. For
example:
speed
=
a measure of the
distance an object travels in a given
amount of time.
On the highway, cars
can travel at a speed of 65 miles per
hour.
Invite students to share their
definitions and examples. Have them
review their vocabulary logs and
definitions as needed.
BRIDGING and REACHING
Prior Experience
As concepts such
as acceleration and displacement
are introduced in the module, ask
questions to connect the concepts
to students’ prior experience. For
example,
SAY:
Think of an example
of acceleration. What things have you
seen accelerate?
Ask student pairs
to discuss ideas, providing sentence
frames and vocabulary as needed.
Then invite pairs to share ideas with
the class.
GO ONLINE
to find additional English-language support resources.