1. Activating Strategy:
Watch the video clip below and write down a list of words to describe the motion that is occurring.
Instructional Approach(s): The teacher should show the video while students answer the question either as a class, individually, or with a partner. Briefly (1-2 minutes) discuss their responses. You do not need to watch the entire video. It shows the same ride multiple times. However, students might be able to come up with more descriptions of the motion by seeing it multiple times.

2. Velocity & Acceleration
Instructional Approach(s): Introductory slide. Student can scan the QR Code in the top right to review the ppt at a later date.

3. How are velocity and acceleration related to everyday life?
Essential Question:
How are velocity and acceleration related to everyday life?
Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question
Standard: S8P3a. Determine the relationship between velocity and acceleration.

4. All matter in the universe is constantly in motion.
Turn to an elbow partner and describe an example of something in motion. Then, describe something that is in motion that we cannot see in motion.
Instructional Approach(s): Think-pair-share. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

5. How can the motion of objects be described?
Instructional Approach(s): The teacher should ask the class or call on students to answer the question.

6. What term would you use to describe how fast an object is moving?
Usually, we describe the motion of an object based on how fast the object is moving.
SPEED
What term would you use to describe how fast an object is moving?
Instructional approach: The teacher should present the information on the slide while the students record the important information on their graphic organizer.

7. Q1 Speed is the distance traveled by an object divided by the time taken to travel that distance. Speed is measured in meters per second m/s.
Instructional approach: The teacher should present the information on the slide while the students record the important information on their graphic organizer.

8. Is there another way we can describe the motion of objects?
Instructional Approach(s): The teacher should ask the class or call on students to answer the question.

9. Why don’t they end up at the same place?
Imagine that two birds leave the same tree at the same time. They both fly at 10 km/h for 5 minutes.
Instructional Approach(s): The teacher should ask the class or call on students to answer the question. Click the mouse to reveal the answer on next slide.
Why don’t they end up at the same place?

10. The birds went in different directions
The birds went in different directions. Their speeds were the same, but they had different velocities.
Instructional Approach(s): The teacher should present the answer to the question on the previous slide

11. You would use both direction and speed.
Imagine you were visiting Clissold Park. A friend stopped by the park to spend the day with you. If you were at the Lodge House and your friend was coming in the Robinson Crusoe Gate, how would you give him/her directions? How would you know what time he/she might reach you?
You would use both direction and speed.
Instructional Approach(s): The teacher should ask the class or call on students to answer the question. Click the mouse to reveal the answer on next slide. Click mouse to answer.

12. Q2 Velocity is the speed of an object in a particular direction.
Instructional approach: The teacher should present the information on the slide while the students record the important information on their graphic organizer.

13. Q3 Cars travelling on the highway
Q3 Cars travelling on the highway. Different and similar speeds in different directions.
Instructional Approach(s): The teacher should use the image on the slide to illustrate the speed vs velocity.

14. Q4 Speed vs. Velocity both measure motion, how fast or slow
both involve distance divided by time
Velocity includes the direction of the motion, but Speed does not include direction.
Instructional approach: The teacher should present the information on the slide while the students record the important information on their graphic organizer.

15. Q 4a-d Speed Vs. Velocity The plane is traveling 600 km/h (speed)
With an elbow partner, read the following statements and determine whether they are examples of speed or velocity.
The plane is traveling 600 km/h (speed)
The bus is traveling 20 m/s south (velocity)
The bicycle is moving 3 m/s north (velocity)
The jogger is running 1 m/s (speed)
Instructional Approach(s): Think-pair-share. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

16. Changing Velocity
Q5 The velocity of an object can change if the object’s speed changes, its direction changes, or they both change.
Q6 If an object’s speed and direction do not change, the object’s velocity is said to be constant.
Therefore, constant velocity is always motion along a straight line.
Instructional approach: The teacher should present the information on the slide while the students record the important information on their graphic organizer.

17. Suppose a car is traveling at a speed of 40 km/h north and then turns left at an intersection and continues on with a speed of 40 km/h. At what point did the velocity change?
Instructional Approach(s): The teacher should ask the class or call on students to answer the question. Click the mouse to reveal the answer.
Q 7 The speed of the car is constant at 40 km/h, but the velocity changes from 40 km/h north to 40 km/h west when the car turns.

18. Q8 With an elbow partner, read the scenario below
Q8 With an elbow partner, read the scenario below. Identify the point(s) when velocity changes.
A bus traveling at 15 m/s south speeds up to 20 m/s south. The bus continues to travel at the same speed but changes direction to travel east. The bus slows down and swerves north to avoid a cat.
Instructional Approach(s): Think-pair-share. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses. The teacher can click the mouse to reveal the answers.

19. Q9 Acceleration is the rate at which velocity changes
Q9 Acceleration is the rate at which velocity changes. So, an object accelerates if its speed, its direction, or both changes (unit is m/s2).
Acceleration
Instructional approach: The teacher should present the information on the slide while the students record the important information on their graphic organizer.
0 s
1 s
2 s
3 s
4 s
0 m/s
4 m/s
8 m/s
12 m/s
16 m/s

20. Q10 An increase in velocity is commonly called positive acceleration
Q10 An increase in velocity is commonly called positive acceleration. Speeding up!
Instructional approach: The teacher should present the information on the slide while the students record the important information on their graphic organizer.

21. Q 11 A decrease in velocity is commonly called negative acceleration, or deceleration.
Slowing down!
Instructional approach: The teacher should present the information on the slide while the students record the important information on their graphic organizer.

22. Q12 When an object’s velocity is at a constant speed (no change in speed or direction), the object has zero acceleration.
Instructional approach: The teacher should present the information on the slide while the students record the important information on their graphic organizer.

23. Instructional Approach(s): Teacher presents illustration to provide an example of constant speed and acceleration.

24. Acceleration
With an elbow partner, discuss whether or not acceleration occurred and why in the situations below:
You are riding your bike at 9 km/h. Ten minutes later, your speed is 6 km/h.
You ride your bike around the block at a constant speed of 11 km/h.
You ride your bike in a straight line at a constant speed of 10 km/h.
Instructional Approach(s): Think-pair-share. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses. Click to the next slide to reveal the answers.

25. Q13 a-c Acceleration
You are riding your bike at 9 km/h. Ten minutes later, your speed is 6 km/h.
You ride your bike around the block at a constant speed of 11 km/h.
You ride your bike in a straight line at a constant speed of 10 km/h.
Acceleration occurred because speed decreased
Acceleration occurred because direction changed
Instructional Approach(s): The teacher should present the answers to the questions from the previous slide while students check their answers.
No acceleration occurred because neither speed nor direction changed

26. Q 14 Acceleration is not only how much velocity changes, but also how fast velocity changes. The faster the velocity changes, the greater the acceleration.
Instructional approach: The teacher should present the information on the slide while the students record the important information on their graphic organizer. The teacher should ask the class or call on students to answer the question. Answer: Roller coaster, race cars racing,
What are some situations in which there would be faster changes in velocity?

27. How does the increase in an object’s mass affect its acceleration?
Q15 If an object’s mass increases, then the acceleration of the object will decrease.
Instructional Approach(s): The teacher should pose the question to the class and ask for student responses or call on students. Click the mouse to reveal the answer. Remind students that larger mass means more inertia. The more inertia an object has, the harder it is to move. Or the greater the force needed to change its motion.

28. Q16 A speed-time graph can be used to find acceleration.
Negative Acceleration
Instructional approach: The teacher should present the information on the slide.
Positive Acceleration

29. Q18 A distance-time graph can be used to find speed.
Not Moving
AtAt rest
Ffast speed
Distance
Constant speed
Instructional approach: The teacher should present the information on the slide.
Slow speed
Steeper slope = faster speed

30. Other Examples
Instructional approach: The teacher should present the information on the slide.

31. Study Jams: Newton’s Second Law Acceleration
Instructional approach: The teacher should present the video on the slide for information on Newton’s 2nd Law of Acceleration.

32. Summarizing Strategy
Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.