Kelli Rawlings, Cameron Frazier, Jacob Aven

Overview
of Lesson
Plan
Descripti
on of
Learners
and
Environm
ent
Goals,
Objective
s, Lesson
Content

Standard
s

Overview of Lesson - In this lesson, students will follow the

scientific method with the question, how do you find
acceleration? Students will perform calculations involving
velocity, time and distance (velocity = distance/time). Students
will learn through PowerPoint as well as google to research
definitions.
Learners - This is a group of 15-20 learners that are 7th
graders. There is an even distribution of girls and boys.
Environment - This lesson will take place in a room with round
tables that seat 6-8 people. There are computers available and
a screen to view a PowerPoint from. Student will continue
outside for the activity involving velocity.

Goals - Students should be able to explain what velocity is.

Students should have a concept of how to calculate velocity.
Objectives - Help students understand the relationships
between velocity and acceleration.
Have students critically think and design a project to find
acceleration.
Lesson Content - The instructor will pass out a worksheet
asking to define words related to velocity.
The instructor will go over a PowerPoint presentation,
describing velocity.
The instructor will conduct trials with groups of students to
show how to measure velocity.
The instructor will pass out final worksheet to see how well
students learned the information.
The first standard we met was in the science field under
the scientific view of the world. It was 8.1.3, which is recognize
and describe that if more than one variable changes at the
same time in an experiment, the outcome of the experiment
may not be attributable to any one of the variables. The next
standard that was met was 8.1.4, which is explain why
accurate record keeping, openness, and replication are
essential for maintaining an investigators credibility with other
scientists and society. The next standards we met were under
the Scientific Thinking portion of standards. The first standard
we met in this section is 8.2.2, which is determine in what

Materials
Procedur
es

units, such as seconds, meters, grams, etc., an answer should

be expressed based on the units of the inputs to the
calculation. Next we did standard 8.2.4 which is use
technological devices, such as calculators and computers, to
perform calculations. This standard will be met when teaching
the class about our lesson plan and that is standard 8.2.7,
which is participate in group discussions on scientific topics by
restating or summarizing accurately what others have said,
asking for clarification or elaboration, and expressing
alternative positions. Finally in this section we met the
standard 8.2.8, which wants teachers to use tables, charts, and
graphs in making arguments and claims in, for example, oral
and written presentations about lab or fieldwork. Next section
we met standards in was the Mathematical World section of
Science standards. The first standard we meet in this section is
8.5.2 which is to show that an equation containing a variable
may be true for just one value of the variable. Next standard is
8.5.3 which is to demonstrate that mathematical statements
can be used to describe how one quantity changes when
another changes. Then we met standard 8.5.4 which is to
illustrate how graphs can show a variety of possible
relationships between two variables.
Stopwatch, Measured out course, velocity worksheet, graph
paper, video
1. Show video about velocity as a summary of velocity.
2. Discuss the relationships between velocity and
acceleration and then do a little activity to gain further
understanding.
3. When we think of speed we simply think of how fast
something moves in relation to an immobile reference
point. For example the speed of the car is 30 miles per
hour. This is how fast the car is going, we dont worry
about what direction it is traveling.
4. Define velocity and have students write definition in
their notebooks. Velocity is the speed of something in a
given direction. The equation is written
Velocity=distance/time.
5. Explain to students that velocity is a vector, while speed
is not. In order to know the velocity you must know the
direction that something is going. The direction must be
specific.

6. Give examples- If I am traveling to get some ice cream

at 30 miles per hour, is this a velocity or a speed? It is a
speed, because the direction is not known. However, if I
am traveling North to Culvers to get some ice cream at
30 mph, my velocity is 30 mph north.
7. Define acceleration and have students write the
definition in their notebooks. The word acceleration is
used when velocity is changing. Acceleration is the
increase in the rate or speed of something.
Acceleration is measured in the change of velocity over
time.
8. Ask the students how these 2 things are related. Acceleration is the rate of change of velocity. You speed
up if the acceleration and velocity arrows point in the
same direction, you slow down if they point in opposite
directions. So, if I accelerate my velocity will increase,
but if I decelerate my velocity will decrease.
9. Now lets do a little activity to help you further
understand how velocity and acceleration are related.
10.I want you to work in groups of 4 with CMFC Buddy and
decide 4 different types of motion that you want to
record on the worksheet that I will provide. For example,
walk, run, crawl, and hop.
11.Your group will measure off a distance and each do these
4 motions 3 times a piece and record how long it takes
each group member to complete each action.
12.Then we will come back as a group and discuss
measuring the acceleration and velocities.
13.As well as graph our class velocities.

Assessm
ent
Referenc
e/
Referenc
e
Materials

Assessment will be informal. The class will be assessed on

completing the recording of definitions in their notebooks, as
well as completion of the velocity worksheet and graphs
References and Handouts:
http://www.purdue.edu/discoverypark/gk12/downloads/Rockets.
pdf
Articles:
http://web.a.ebscohost.com.allstate.libproxy.ivytech.edu/ehost/
pdfviewer/pdfviewer?sid=aeb672e0-9e18-41f9-9b8720f60fe98a50%40sessionmgr4005&vid=5&hid=4212.

http://web.a.ebscohost.com.allstate.libproxy.ivytech.edu/ehost/
pdfviewer/pdfviewer?sid=aeb672e0-9e18-41f9-9b8720f60fe98a50%40sessionmgr4005&vid=17&hid=4212
Link to Video:
http://screencast.com/t/UXSeVfsPSk
https://www.youtube.com/watch?v=DRb5PSxJerM
Images:
http://images.clipartlogo.com/files/images/70/704154/velocity_t
.png
http://www.clker.com/cliparts/0/0/3/6/1207431590894014785a
utomobile%20car%20white.svg.hi.png

Lesson Inspiration Summary:

We were inspired to do this lesson plan because we all remembered doing similar
activities when in middle school and the activities had an impact on us all as we
remember them well and never forgot how velocity and acceleration were related.
So, it seemed that the lesson was a good one. We searched google for the
background information on the lesson of velocity and used some ideas that we
documented, but mostly we remembered the lesson from our own school
experience and modified it slightly. We used a presentation as our teaching method,
because we felt that this was the best way to get the information across in a timely
manner. We followed up the presentation with an activity to further engage the
students.
Articles:
Reeve, E. M. (2015). Stem thinking. Technology and engineering teacher, 74 (4).
Retrieved from

http://web.a.ebscohost.com.allstate.libproxy.ivytech.edu/ehost/pdfviewer/pdfviewer?
sid=aeb672e0-9e18-41f9-9b8720f60fe98a50%40sessionmgr4005&vid=5&hid=4212.

This article discussed what STEM education meant. It gave us some background and
insight into STEM education. The article discusses STEM thinking, integration, and
teaching. It also breaks down the main components of STEM. It taught us that STEM
meant the integration of Science, Technology, Engineering, and Mathematics. The
article specifically helped in the aid of our lesson plan by teaching us that STEM
education is about teaching real life situations.

Spellman, Z., Jones, M. V. Outreach partnerships to encourage STEM literacy in the

classroom. Technology and engineering teacher, 74 (3). Retrieved from
http://web.a.ebscohost.com.allstate.libproxy.ivytech.edu/ehost/pdfviewer/pdfviewer?
sid=aeb672e0-9e18-41f9-9b8720f60fe98a50%40sessionmgr4005&vid=17&hid=4212
This article begins by discussing what STEM is. We were able to gain more
knowledge on the concept by reading this article. This article also discusses
outreach, which was really geared toward the community based aspect of our
lesson plan. The article discusses challenges to educators and ways to overcome
those challenges. It also discusses correlations in standards, which helped us plan
our lesson as well.

Math Part Worksheet

1.) Create a line graph by plotting the average velocity at each time (x-axis is time
and
y-axis is average velocity) for each member of your group. Use graph paper, making
sure to properly label and plot your data.
2.) What is velocity? ___________________________________________________

3.) Explain the curve (shape) of your line graph. _____________________________

_____________________________________________________________________
_____________________________________________________________________
4.) From your line graph, is your velocity constant while you did the activity?
Explain.
______________________________________________________________________
______________________________________________________________________
5.) What is acceleration? _______________________________________________
6.) Calculate your acceleration.
7.) Are you accelerating or decelerating? Is your acceleration/deceleration constant?
Explain. ______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
8.) How does your individual data fit in with the rest of your group data? __________
_____________________________________________________________________
_____________________________________________________________________
9.) Name two things that could have caused errors within your results. ____________
______________________________________________________________________

Distance from start to 1:

Distance from 1 to 2:
Distance from 2 to 3:

Velocity 1
Name

T1

Velocity 2
T2

T2-T1

Name

T1

T3-T2

Velocity 2
T2

T2-T1

Velocity 3
T3

T3-T2

Trial 1
Trial 2
Trial 3
Average
Velocity 1
T1

Name

T3

Trial 1
Trial 2
Trial 3
Average
Velocity 1

Velocity 2
T2

T2-T1

Velocity 3
T3

T3-T2

Trial 1
Trial 2
Trial 3
Average
Velocity 1
T1

Name

Velocity 3

Trial 1
Trial 2
Trial 3
Average

Velocity 2
T2

T2-T1

Velocity 3
T3

T3-T2