Key Concepts in Science
MOTION
TEACHER GUIDE
© 2015 Sally Ride Science
MOTION: CONTENTS
Student handouts are at the back of the Teacher Guide.
Correlation to Standards ............................................................................................................................. 3-4
Sally Ride Science Teacher Guides................................................................................................................. 5
Motion: About the Book ................................................................................................................................... 6
Getting Started: In Your World .........................................................................................................................7
Preview Motion, read the introduction, and discuss the introduction’s key concepts.
Chapter 1: A Change in Position ...................................................................................................................... 8
Model taking notes while reading, read Chapter 1, and discuss the key concepts in the chapter.
Students: Chapter 1 handout
Giving Directions ............................................................................................................................................. 9
Give directions for how to get from one place to another in Washington, D.C.
Students: Giving Directions handout
Chapter 2: Speed ............................................................................................................................................10
Model making a concept map, read Chapter 2, and calculate speed in different scenarios.
Students: Chapter 2 handout
Thinking Like a Scientist............................................................................................................................ 11-12
Read Thinking Like a Scientist and answer the questions about the movement of a tornado.
Students: Thinking Like a Scientist handout
Chapter 3: Velocity ......................................................................................................................................... 13
Model asking questions while reading, read Chapter 3, and discuss key concepts in the chapter.
Students: Chapter 3 handout
Create a Science Brochure ............................................................................................................................ 14
Create an illustrated brochure explaining and applying the key concepts in Motion.
Students: Create a Science Brochure handout
How Do We Know?
> Read How Do We Know? ........................................................................................................................ 15
Read How Do We Know? about marine biologist Barbara Block, and answer the questions.
Students: How Do We Know? handout
> Math Connection ..................................................................................................................................... 16
Do calculations about the travels of a bluefin tuna.
Students: Math Connection handout
Study Guide: Hey, I Know That! ...................................................................................................................... 17
Complete the study guide questions.
Students: Hey, I Know That! handout
© 2015 Sally Ride Science
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CORRELATION TO STANDARDS
Correlation to Science Standards
For information on alignment to state science standards and NGSS, visit
https://sallyridescience.com/learning-products/product-standards
Correlation to Common Core
Sally Ride Science’s Key Concepts and Cool Careers book series provide students with authentic literacy experiences
aligned to Common Core in the areas of Reading (informational text), Writing, Speaking and Listening, and Language
as outlined in Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects. Motion: A World on the Move and the accompanying activities align to the
following standards:
Reading Standards for Informational Text K-5 (RI), Grades 3-5
Key Ideas and Details
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers. Grade 3
Refer to details and examples in a text when explain what the text says explicitly and when drawing inferences
from the text. Grade 4
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text. Grade 5
2. Determine the main idea of a text; recount the key details and explain how they support the main idea. Grade 3
Determine the main idea of a text and explain how it is supported by key details; summarize the text. Grade 4
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the
text. Grade 5
Craft and Structure
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade
appropriate topic or subject area. Grades 3-5
Integration of Knowledge and Ideas
7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur). Grade 3
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time
lines, animations, or interactive elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears. Grade 4
Range of Reading and Level of Text Complexity
10.By the end of the year, read and comprehend informational texts, including history/social studies, science, and
technical texts. Grades 3-5
Writing Standards K-5 (W), Grades 3-5
Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Grade 3 a.-d.,
Grade 4 a.-e., Grade 5 a.-e.
Production and Distribution of Writing
4. With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose. Grade 3
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose,
and audience. Grades 4 and 5
© 2015 Sally Ride Science
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CORRELATION TO STANDARDS
Research to Build and Present Knowledge
7. Conduct short research projects that build knowledge about a topic. Grade 3
Conduct short research projects that build knowledge through investigation of different aspects of a topic. Grade 4
Conduct short research projects that use several sources to build knowledge through investigation of different
aspects of a topic. Grade 5
8. Recall information from experiences or gather information from print and digital sources; take brief notes on
sources and sort evidence into provided categories. Grade 3
Recall relevant information from experiences or gather relevant information form print and digital sources; take
notes and categorize information, and provide a list of sources. Grade 4
Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources. Grade 5
9. Draw evidence from literary or informational texts to support analysis reflection, and research. Grade 4 b.,
Grade 5 b.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Grades 3-5
Speaking and Listening Standards K-5 (SL), Grades 3-5
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade appropriate topics and texts, building on others’ ideas and expressing their own clearly.
Grades 3-5 a.-d.
2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally. Grade 3
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally. Grade 4
Summarize a written text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally. Grade 5
Language Standards K-5 (L), Grades 3-5
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Grade 3 a.-b.,
Grade 4 a.-c., Grade 5 a.-b.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
appropriate reading and content, choosing flexibly from a range of strategies. Grade 3 a.-d., Grade 4 a.-c.,
Grade 5 a.-c.
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,
including those that:
signal spatial and temporal relationships. Grade 3
signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to
particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation.) Grade 4
signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition). Grade 5
© 2015 Sally Ride Science
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SALLY RIDE SCIENCE TEACHER GUIDES
The Sally Ride Science Key Concepts in Science and Cool Careers book series are available as print books
and eBooks.* A Teacher Guide accompanies each of the 36 Key Concepts books and 12 Cool Careers books.
More information: sallyridescience.com/learning-products
*Book pages pictured in the Teacher Guides are from eBook editions. Some pages in the print books have different images or layouts.
Cool Careers
Cool Careers in Biotechnology
Cool Careers in Earth Sciences
Cool Careers in Engineering (Upper Elementary)
Cool Careers in Engineering (Middle School)
Cool Careers in Environmental Sciences (Upper Elementary)
Cool Careers in Environmental Sciences (Middle School)
Key Concepts in Science
Adaptations
Biodiversity
The Biosphere
Cells
Earth’s Air
Earth’s Climate
Earth’s Energy
Earth’s Natural Resources
Earth’s Water
Elements and Compounds
Energy Basics
Energy Transformations
Cool Careers in Green Chemistry
Cool Careers in Information Sciences
Cool Careers in Math
Cool Careers in Medical Sciences
Cool Careers in Physics
Cool Careers in Space Sciences
Flowering Plants
Food Webs
Forces
Genetics
Geologic Time
Gravity
Heat
Life Cycles
Light
Motion
Organic Molecules
Photosynthesis and Respiration
Physical Properties of Matter
Plant and Animal Systems
Plate Tectonics
The Rock Cycle
Solids, Liquids, and Gases
Sound
Space Exploration
Sun, Earth, and Moon
Units of Measurement
Vertebrates
The Water Cycle
Weathering and Erosion
Sally Ride Science provides professional development and classroom tools to build students’
passion for STEM fields and careers. Founded by Dr. Sally Ride, America’s first woman in space,
the company brings science to life for upper-elementary and middle school students.
Visit us at SALLYRIDESCIENCE.COM for more information.
© 2015 Sally Ride Science
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MOTION: A World on the Move
About the Book
Motion: A World on the Move uses real-world experiences to explain how position, speed, and velocity relate to
motion. Students learn that position is the location of an object relative to a point of reference. They find out how
to use a simple formula to calculate how far a moving object travels and the average speed at which it travels.
Students learn that velocity and speed are not the same thing and that an object’s velocity changes only if a force
acts on the object. At the end of each two-page spread, a brief statement called The Bottom Line reinforces students’
understanding by summing up the key ideas about motion covered in those pages.
In Your World engages students by challenging their perception of motion. The feature points out that, even though
our senses tell us we are not in motion, in fact we are on a planet that is zooming around the Sun. Intriguing photos
compare the almost instantaneous motion of lightning to the leisurely motion of a sloth. The brief scenario sets the
stage for the chapters to follow, as students will observe that all moving objects follow the same rules.
Chapter 1 explains how to describe an object’s position. Students learn that they can locate objects and measure
distances on a map using a grid and compass directions. Using monarch butterfly migrations as an example, students
learn that they can describe motion by tracking changes in position over time.
Chapter 2 introduces the concept of speed. Students learn that the distance an object travels is the product of its
speed and the time it takes to travel that distance. They also learn that speed is distance divided by time. Students
find out how to calculate average speed by dividing total distance traveled by the total travel time. They express both
speed and average speed in units of distance divided by units of time. At the end of the chapter, students compare
some of the fastest and slowest speeds on Earth.
Thinking Like a Scientist introduces students to the world of storm spotters—the “eyes on the ground” who
provide data about storms, including tornadoes. The feature describes how meteorologists analyze the data to
determine the speed of tornadoes and predict their motion. Students use data from an actual tornado to create a line
graph about its motion. They then analyze the data and the graph to answer questions about the tornado.
Chapter 3 expands the discussion of motion by comparing speed and velocity. Students learn that velocity is speed
in a certain direction. An object’s velocity changes if its speed changes or if its direction changes. The chapter
explains that an object’s velocity can change only if a force acts on the object. In many cases, that force is friction.
How Do We Know? introduces students to Barbara Block, a marine biologist who uses tracking devices to collect
data about the movement of bluefin tuna. Students discover how she tags the fish and how tracking bluefin could
help protect them from being hunted to extinction. In Math Connection, students do calculations about the distance a
bluefin travels.
Hey, I Know That! allows students to assess their own learning through a variety of assessment tasks relating to the
key concepts covered in Motion.
© 2015 Sally Ride Science
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MOTION: GETTING STARTED
In Your World
Preview the book
Ask students to browse through the book. Have them look at the table of contents and the
chapter titles. Draw their attention to the special features. Encourage them to look at each
of the photos and diagrams. Explain that paying attention to all of these features will clue
them in to what the text is about and help them understand it better as they read.
Read In Your World (pages 4 and 5) and discuss key concepts
Tell students to read In Your World. Then ask these questions:
How can you be moving even when you seem to be sitting still? [We are always moving
because we live on a planet—Earth—that is zooming around and around the Sun.]
What is an example of motion that you cannot see? [Sample answer: You can’t see the
motion of blood as it rushes from your heart through your blood vessels and back again.]
How is the motion of the lightning shown in one photo different from the motion of the
sloth shown in the other photo? [The lightning moves fast
and in many directions. The sloth moves slowly in one
direction.]
SCIENCE BACKGROUND
Call on two or three students to share their ideas with the
class.
The picture on page 5 shows a sloth—the slowestmoving mammal in the world. Sloths live their entire
lives in trees, rarely coming down to the ground.
They are found in the rainforests of Central and South
America. A typical speed for a sloth traveling along a
tree is only several centimeters per second. Sloths move
so slowly that algae often grow on their coats, covering
their brownish fur with a gray-green layer, like moss
growing on the bark of a tree. An adult sloth is about the
size of a small dog. Sloths have long hooked claws that
allow them to spend most of their time upside-down—
they sleep, eat, and give birth in this position. Sloths
have an extremely slow metabolism, so they need very
little food. They feed on fruit, leaves, buds, and twigs.
© 2015 Sally Ride Science
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MOTION: CHAPTER 1
A Change in Position
Read Chapter 1: A Change in Position
Before reading: Model taking notes as you read
Before students read Chapter 1: A Change in Position, give them the Chapter 1 handout.
Explain that taking notes on the handout as they read will help them understand what they
read. Model how to take notes by reading aloud page 6 while students read along with
you. First read the four paragraphs in the left column. Think aloud about these paragraphs:
The first three paragraphs describe a scenario about friends playing tennis. The scenario
sets up the question at the end of Paragraph 3: But how would you describe where you left
your stuff? That question clues me in that the answer, and something important, is coming
up.
Reread the fourth paragraph aloud. Say,
The gist of this paragraph is that you can describe position, or where something is, by
using a point of reference. I’ll write that down.
Reread the fifth paragraph, in the second column, aloud. Say,
This paragraph talks about the tennis net being a good point of reference because it doesn’t move. The previous
paragraph also mentioned a point of reference that doesn’t move. I’ll combine these ideas and write, A good point of
reference is something that doesn’t move.
Tell students that taking notes can help them identify the main ideas and important details of what they read. Explain
that after reading several paragraphs, they should stop and think about what they just read. They should jot down
notes to summarize the gist of the reading.
Read Chapter 1: A Change in Position (pages 6-11)
Ask students to read Chapter 1: A Change in Position, taking notes on their Chapter 1 handouts as they read. Have
pairs of students share their notes and discuss the main ideas of Chapter 1.
After reading: Discuss key concepts
Begin a class discussion about the key concepts in Chapter 1. Ask,
How could you use a reference point to describe your position right now? [Sample answer: I am about 2 meters away
from my teacher’s desk, in the direction of the door.]
Why do people usually use different units to describe long and short distances? [Describing short and long distances
with the same units would mean either using very small numbers for long distances or very large numbers for short
distances.]
Call on several students to share their ideas. Encourage students to refine their notes if they wish.
© 2015 Sally Ride Science
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MOTION
Giving Directions
The Way to the White House
Pass out the Giving Directions handout. It reproduces the map of part of Washington, D.C.,
on page 8 of Motion.
Remind students that the family in Chapter 1 of Motion starts out at 22nd and H streets.
Have students find this intersection and put their finger on it. Then have them find a route
to walk from that point to the White House. Students will write a description of the route on
their handouts.
N
LAFAYE TTE
17th STREET
G STREET
PAR K
18th STREET
19th STREET
21st STREET
23rd STREET
22nd STREET
H STREET
F STREET
VIR
GIN
IA
AV
E
NU
NEW
E STREET
E
YO
THE
WHITE
HOUSE
AVE
RK
W
E
S
15th STREET
H STREET
E STREET
D STREET
ELLIPS E
C STREET
20th STREET
22nd
C STREET
CONSTITUTION AVENUE
17th STREET
LINCOLN
MEMORIAL
0
0
WASHINGTON
MONUMENT
0.25 Kilometer
0.25 Mile
Point out the compass rose in the upper right-hand corner of the map, and remind students to use compass
directions in their descriptions. Also, tell students that the diagonal street extending northwest from the White House
is Pennsylvania Avenue.
Call on several students to share their directions. Then, as a class, discuss the advantages of the various routes they
propose.
Then call on a student to read aloud the caption of the map: How would you give directions from the Ellipse to the
Lincoln Memorial? Have students describe a possible route on their handouts. Then call on several students to share
their directions. Compare the routes and discuss any differences.
© 2015 Sally Ride Science
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MOTION: CHAPTER 2
Speed
Read Chapter 2: Speed
Before reading: Model summarizing with a concept map
Tell students that making a concept map is one way to summarize the main ideas of what
they are reading. Give them the Chapter 2: Speed handout, and tell them that as they read
the chapter, they should create a concept map in the space provided on the handout.
To get students started, draw a circle in the middle of the board and write Speed in the
circle. Draw a second level of circles ringing the middle circle. Draw connecting lines from
the middle circle to the new circles. Tell students that each level provides more detail for
the previous level.
Ask students to go to page 12 in Motion. Call on a student to read the page aloud. Then
ask,
What are the main ideas about speed in this section?
In the second level of circles, write students’ responses, such as, Speed is a measure of
how fast or slow something moves and Speed is how far an object travels in a certain
time. Tell students they can draw another level of circles to give more details about the
ideas in the second level. Tell them to copy the concept map onto their handouts and add to it as they read the
chapter.
Read Chapter 2: Speed (pages 12-17)
Ask students to read Chapter 2: Speed. As they read, they should take notes on the handout and complete their
concept map of the key ideas in the chapter.
After reading: Calculate speed
Have a student reread page 14 aloud. Then repeat this question in the text:
You ran 100 meters (328 feet) in 20 seconds. Your friend ran 250 meters (820 feet) in 50 seconds. If you two got
together for a race, who would win—you or your friend?
Call on a couple of students to do the math on the board.
[You: 100 m/20 s = 5 m/s. Friend: 250 m/50 s = 5 m/s. It’s a tie!]
Then have a student read aloud the scenario of the bike ride on page 15. Point out how the speed varies throughout
the trip. Then describe this scenario:
You start walking to school at a normal pace of 5 kilometers per hour (about 3 mph). Then you meet up with a friend.
As you’re talking, you slow down to 3 kilometers per hour (about 2 mph). Suddenly you realize that you’re going to
be late if you don’t hurry. So you jog the rest of the way at 8 kilometers per hour (5 mph). Your total distance was 1.5
kilometers and it took you 15 minutes, or 0.25 hours. What is your average speed for the trip? [1.5 km/0.25 hours =
6 km per hour]
Have students work in pairs to write their own brief scenarios of someone or something in motion. Their scenarios
should end with the total distance and total time. Then have students calculate the average speed for the trip.
Afterwards, call on several groups to read their scenarios and show their average speed calculations on the board.
© 2015 Sally Ride Science
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MOTION: THINKING LIKE A SCIENTIST
Tracking a Tornado
Read Thinking Like a Scientist (pages 18 and 19)
Ask students to read Thinking Like a Scientist. Give them the Thinking Like a Scientist
handout and tell them they will use it to graph the data and answer the questions on
page 19.
Model making a graph
Thinking Like a Scientist instructs students to use the data in
the table to make a graph showing a tornado’s movement over
time. Get students started with their graphs by drawing an X-axis
and Y-axis on the board. Label the X-axis “Time (hours)” and the
Y-axis “Distance (kilometers).” Say,
A line graph is a helpful way to show how something changes
over time—in this case, the distance a tornado travels. Time
is always shown on the horizontal line, or X-axis. How should I
mark off the time along this axis? [Times should be evenly spaced and spread out to allow
easy reading of the graph. The text suggests marking off every quarter hour, so starting at
0, mark off 0.25, 0.50, 0.75, 1.00, etc.]
How far should I go with marking the time? [Students should mark off 4 hours, because
the tornado lasted 3.5 hours, according to the table on page 19.]
Okay, I have the scale for time. Now I need the scale for distance along the vertical line, or
Y-axis. The text suggests marking off every 25 kilometers. That should spread the graph
out enough to read it easily. I’ll start marking the scale and you tell me when I should stop.
[Students should indicate stopping at 375 km so that the graph shows the complete
352-km distance the tornado traveled.]
Demonstrate plotting the first point (0.25, 37). Show students how to use a ruler to determine where the imaginary
lines from the X-axis and Y-axis intersect. Remind students that every 0.25 hours is a quarter hour, or 15 minutes.
Each subsequent line in the table represents the total time elapsed and the total distance traveled since the tornado
began. [The five ordered pairs of data points are: (0.25, 37), (1.00, 109), (2.00, 197), (3.00, 286), (3.50, 352).]
Then have students work in pairs to complete their graphs on their handouts. Tell them to use a ruler to connect each
point to the next point. [The line should be fairly straight, running diagonally from lower left to upper right, veering
slightly to the left during the last segment.] Have pairs discuss the questions and come to agreement on the answers.
Then discuss the questions and answers together as a class.
ANSWER KEY
1. The Tri-State Tornado moved 37 kilometers between 1:00 p.m. and 1:15 p.m. What was its speed in kilometers per
hour? How do you know? [The tornado’s speed was 148 km/h. Speed is the distance traveled, 37 km, divided by
the time required to travel that distance, 0.25 h. 37 km ÷ 0.25 h = 148 km/h.]
2. Explain how to use the line graph to find the distance the tornado traveled during its first 1.5 hours on the ground.
[Locate 1.5 hours on the X-axis. Move your finger up to the point on the line that corresponds to this time. Then
move your finger to the left to the Y-axis. That spot on the Y-axis is the distance the tornado traveled during its first
1.5 hours on the ground, which is about 150 km.]
© 2015 Sally Ride Science
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MOTION: THINKING LIKE A SCIENTIST
Tracking a Tornado
3. What was the average speed of the tornado? Show how you figured
it out. [The average speed of the tornado was 100.6 km/h.
352 km ÷ 3.50 h = 100.6 km/h.]
4. Suppose that after the tornado had been moving for an hour, it
stopped and spun in place for 15 minutes. What would the graph
look like then? [The line on the graph would be horizontal, or level,
from 1.00 to 1.25 hours, before continuing upward.]
SCIENCE BACKGROUND
A tornado moves in two ways—the winds
swirl within the tornado while the tornado
as a whole moves along the ground. The
swirling winds can reach speeds of more
than 483 kilometers (300 miles) per hour.
The tornado itself might creep along the
ground no faster than you can run. Or it
might race faster than a car on a highway.
Its speed often changes as it moves along
the ground. While the direction of the storm
that spawns the tornado can be seen
clearly on radar, tornadoes may skip along
the ground and zigzag, changing direction
often. One of the unusual features of the
1925 Tri-State Tornado discussed on page
19 is that it moved in nearly a straight
line along its track of 352 kilometers
(219 miles).
© 2015 Sally Ride Science
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MOTION: CHAPTER 3
Velocity
Read Chapter 3: Velocity
Before reading: Model asking questions while reading
Have students go to page 20 in Motion. Read aloud the title and subtitle of Chapter 3:
Velocity: Speed Is Not Enough. Say,
I wonder about the meaning of that subtitle, Speed Is Not Enough. Does that mean just
knowing the speed doesn’t really tell you how something is moving? I’ll write down this
question.
Write on the board, What do you need to know to describe movement? Have students look
at the picture and text on page 20. Read aloud the caption and the text as students read
silently along with you. Then read the first paragraph on page 21. Say,
Here’s the answer to my question. To describe something’s movement, you need to know
its speed and what direction it is going. Velocity is speed in a certain direction. But what
happens if the direction changes? That’s another question.
Explain to students that asking themselves questions as they read will help focus their
attention on important points in the reading. The questions and the answers may come from images or text.
Read Chapter 3: Velocity (pages 20-25)
Give students the Chapter 3: Velocity handout. Have them use the handout to record any questions and ideas that
occur to them as they are reading. Suggest that they pause after each page, think about what they have read, and jot
down any questions the text raises. They should also record any answers that they find.
After reading: Discuss key concepts
After students read Chapter 3, allow them to demonstrate their understanding by writing these questions on the
board. Call on a student to answer each question, and encourage other students to discuss the answers.
How is velocity different from speed? [Velocity is speed in a certain direction.]
Can an object’s velocity change even if its speed does not change? [Yes, velocity changes if direction changes, even if
speed does not change.]
What causes an object’s velocity to change? [A force causes an object’s velocity to change.]
Why does a ball rolling across the ground stop, even when no force seems to be acting on it? [Friction, a type of force,
works to stop the ball’s motion.]
© 2015 Sally Ride Science
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MOTION
Create a Science Brochure
Science Brochures
Give students the Create a Science Brochure handout. Have students work in pairs. Ask
them to brainstorm ideas for writing and illustrating a brochure that explains and applies
the key concepts they have learned about motion. Draw their attention to The Bottom Line
statements throughout the book, which are also given in a box on their handouts. Explain
that they should use these statements, or phrases from them, as headings for the pages in
their brochure. They should then draw and label an illustration and write several sentences
to explain how each heading applies to an example of motion.
Construct a brochure
Show students how to construct the brochure by stacking three
sheets of paper, folding the stack either along its width or height,
and stapling three times along the edge. Students can title and
design the brochure’s cover. There is a space on the handout for
them to plan the sections of their brochure.
Present science brochures
When the brochures are finished, have each pair of students
present and explain several types of motion described in their
brochure. Prompt them to elaborate on their descriptions by asking
questions:
How does the speed of the object change?
How is the speed of the object different from its velocity?
What causes the speed of the object to change?
Suggest students arrange the brochures on a shelf so they can use
them as tools for study before tests.
Motion: The Bottom Line
> An object’s position can be described
in relation to a point of reference.
> You can locate objects and measure
distances between them on a map
by using the grid and the compass
directions.
> An object’s motion is described by
tracking how its position changes
over time.
> Distance = speed x time
> Average speed = total distance/total
time
> The units for speed are always
units of distance/units of time.
> Velocity is speed in a certain direction.
> Velocity changes if speed changes or
if direction changes.
> An object’s velocity will not change
unless a force acts on it.
© 2015 Sally Ride Science
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MOTION: HOW DO WE KNOW?
Meet marine biologist Barbara Block
Read How Do We Know? (pages 26-29)
Give students the How Do We Know? handout for Motion. Ask students to look over the
questions on the first part of the handout and then read The Issue section of How Do We
Know? Then students should answer the questions for that section. Have them complete
the rest of the sections (The Expert, page 27; In the Field, page 28; Technology, page 29) in
the same way. Tell students to share their answers in pairs. Then go over each question as
a class. Call on two or three students to share their answers to each question.
ANSWER KEY
1. How does the science writer capture your interest at the beginning of the feature?
[Sample answer: The writer grabbed my interest by describing the amazing speeds at
which the bluefin tuna can swim.]
2. How does the picture on page 26 help you understand the topic? [Sample answer: The
picture shows what bluefin tuna look like and where they live.]
3. How is Barbara Block able to track the routes of bluefin tuna?
[Barbara spends two to three months a year at sea putting electronic
tags on the tuna.]
4. Why does Barbara Block need a team of people to help tag a bluefin
tuna? [Barbara works with a team of people because bluefin tuna are
huge. It takes several people to handle the fish after they are caught.
Also, different people do different jobs. One person runs seawater
over the fish’s gills to give it oxygen. Another person keeps the fish
calm while Barbara attaches an electronic tag.]
5. What is the difference between an archival tag and a satellite tag?
[An archival tag is implanted in the tuna. The tuna must be caught
again to recover the tag and its data. A satellite tag pops off the
tuna after a few months. Then it transmits data to satellites so that
scientists can download the data.]
SCIENCE BACKGROUND
The bluefin tuna is highly prized by sushi
chefs for its dark, fatty flesh. Individual fish
have sold for more than $1.5 million. With
soaring prices and continued high demand,
the bluefin is being overfished. Bluefin
are slow to mature and are being caught
before they have a chance to reproduce.
Over time, overfishing has caused a sharp
decline in bluefin populations. Bluefin in
the Atlantic, for example, have declined
by 80 to 90 percent since the 1970s.
Researchers were concerned that the Gulf
of Mexico oil spill of 2010 may have added
to the bluefin’s troubles, polluting the fish’s
spawning grounds. Fortunately, studies
show that most of the eggs laid stayed
outside the spill area. And so far, tagging
has shown that adults near the spill area
migrated successfully to the northern
Atlantic. Researchers continue to tag
and monitor any effects of the spill on
the bluefin.
© 2015 Sally Ride Science
15
MOTION: MATH CONNECTION
Go the Distance!
Answer the Math Connection questions
Give students the Math Connection handout and have them read Math Connection on page
29 of Motion. Ask students to use the handout to answer the Math Connection questions,
showing their work.
Go the Distance!
An electronic tag showed that a young bluefin tuna crossed the Pacific Ocean three
times—across, back, and across again—in just 600 days. Each one-way crossing is
12,000 kilometers (7,500 miles).
ANSWER KEY
1. What’s the total distance, in kilometers, the bluefin swam in 600 days? What’s the total
distance in miles? [The total distance is 36,000 km or 22,500 miles. (12,000 km x 3 =
36,000 km; 7,500 miles x 3 = 22,500 miles)]
2. What’s the average distance, in kilometers, the bluefin swam each day? What’s the
average distance in miles? [The average distance each day is 60 km or 37.5 miles.
(36,000 km ÷ 600 days = 60 km/day; 22,500 miles ÷ 600 days = 37.5 miles/day)]
© 2015 Sally Ride Science
16
MOTION: HEY, I KNOW THAT!
Study Guide
Complete the Hey, I Know That! study guide (page 30)
Have students use the Hey, I Know That! handout to answer the questions on page 30 of
Motion. Have pairs of students discuss their answers. Then call on student pairs to share
their answers and explain how they arrived at these answers.
ANSWER KEY
1. In the story about the tortoise and the hare, the hare knows he can run faster than the
tortoise. So the hare takes a nap while the tortoise keeps on walking. How long must
the hare nap for the tortoise to win the race? The field is 100 meters (328 feet) long.
(pages 13 and 15) [The hare must nap for more than 1,245 seconds (more than 20
minutes). Tortoise moves at 8 cm/s, which is 0.08 m/s. Hare moves at 20 m/s. (time =
distance ÷ speed; tortoise’s time = 100 m ÷ 0.08 m/s = 1,250 s; hare’s time = 100 m
÷ 20 m/s = 5 s; difference in time = 1,250 s – 5 s = 1,245 s)]
2. A bike rider takes 2 minutes to travel a track that is 1,341 meters (4,400 feet) long.
What is her speed? (page 14) [Her speed is about 11.18 m/s. (speed = distance ÷ time;
1,341 m ÷ 120 s = 11.18 m/s)]
3. A parachute ride begins with a speed of zero. The chutes take riders 76 meters (249
feet) up in 40 seconds. The ride ends with the chutes falling 76 meters (249 feet) in 20 seconds. What is the
average speed for each half of the ride? What is the velocity of the first half of the ride? (pages 15 and 20) [The
average speed for the first half of the ride is 1.9 m/s. (average speed = total distance ÷ total time; 76 m ÷ 40 s =
1.9 m/s) The average speed for the second half of the ride is 3.8 m/s. (76 m ÷ 20 s = 3.8 m/s) The velocity for the
first half of the ride is 1.9 m/s upward.]
4. On a sheet of paper, draw a half-pipe. Draw three skateboarders at different positions on the half-pipe. At each
position, tell if the skater’s velocity is changing. If it is changing, tell how.
(page 20). [Sample answer: Students might draw a skateboarder moving
along a flat part of the bottom of the half-pipe, moving up the half-pipe,
and at the top moving down the half-pipe. The skateboarder’s velocity
may not be changing when moving along the flat surface. The velocity
decreases and changes direction as the skateboarder moves up the halfpipe. The velocity increases and changes direction as the skateboarder
moves down the half-pipe.]
Caption: What happens to this skateboarder’s velocity as he soars above the
half-pipe and then heads back down? (pages 22–23) [His velocity changes as
he slows down in midair, reverses direction of motion, and gains speed while
heading back down.]
© 2015 Sally Ride Science
17
Key Concepts in Science
MOTION
STUDENT
HANDOUTS
© 2015 Sally Ride Science
18
MOTION • Chapter 1
A Change in Position: Notes for Chapter 1
As you read each section of Chapter 1, write down the most important information you come across. Resist the urge to
write down everything that you read. Instead, focus on the big ideas, or gist, of what you are reading.
WHERE, OH WHERE?
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ABOUT THE POSITION . . .
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LOCATION, LOCATION
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HOW FAR IS IT?
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THE SHORT AND THE LONG OF IT
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MOVIN’ ON DOWN
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© 2015 Sally Ride Science
1
MOTION • Chapter 1
PICTURE THIS
Review your notes for Chapter 1. Draw diagrams or pictures for at least two ideas from your notes that can be illustrated.
You might draw examples showing an object’s position and how its position changes over time. Add labels and captions
to help you understand the ideas.
PUT IT ALL TOGETHER
Use your notes and drawings to help you identify and list the most important ideas—the key concepts—in Chapter 1.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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© 2015 Sally Ride Science
2
MOTION • Giving Directions
Giving Directions: The Way to the White House
The family in Chapter 1 of Motion starts out at 22nd and H streets. What route can they take to walk from that point to the
White House? Write a description of the route. Be sure to include compass directions. Then write another set of directions
to answer the question in the map’s caption: How would you give directions from the Ellipse to the Lincoln Memorial?
N
LAFAYE TTE
17th STREET
G STREET
PAR K
18th STREET
19th STREET
21st STREET
23rd STREET
22nd STREET
H STREET
F STREET
VIR
GIN
IA
AV
E
NU
NEW
E STREET
E
YO
THE
WHITE
HOUSE
AVE
RK
W
E
S
15th STREET
H STREET
E STREET
D STREET
ELLIPS E
C STREET
20th STREET
22nd
C STREET
CONSTITUTION AVENUE
17th STREET
LINCOLN
MEMORIAL
0
WASHINGTON
MONUMENT
0.25 Kilometer
0
0.25 Mile
To get from 22nd and H streets to the White House:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
To get from the Ellipse to the Lincoln Memorial:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
© 2015 Sally Ride Science
MOTION • Chapter 2
Speed: Notes for Chapter 2
As you read each section of Chapter 2, write down the most important information you come across. Resist the urge to
write down everything that you read. Instead, focus on the big ideas, or gist, of what you are reading.
FAST, FASTER, FASTEST
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__________________________________________________________________________________________
__________________________________________________________________________________________
HOW FAR WILL IT GO?
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DIVIDING FOR SPEED
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STOP. GO. FAST. SLOW.
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HOW FAST IS IT?
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SLOW MOVERS
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© 2015 Sally Ride Science
1
MOTION • Chapter 2
PICTURE THIS
Review your notes for Chapter 2. Summarize your notes by drawing a concept map that makes sense to you. You might
start with a central circle labeled Speed. Extending from this circle might be other circles about calculating speed,
average speed, units of speed, and typical speeds of objects.
PUT IT ALL TOGETHER
Use your notes and concept map to help you identify and list the most important ideas—the key concepts—in Chapter 2.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
© 2015 Sally Ride Science
2
MOTION • Thinking Like a Scientist
Thinking Like a Scientist: Tracking a Tornado
Read Thinking Like a Scientist on pages 18 and 19 of Motion. Then use the table to create a graph and answer
the questions.
The numbers in the table show how far the Tri-State Tornado had
traveled at various times during its 3½ hours on the ground. Create
a line graph with time on the X-axis and distance on the Y-axis.
Mark off every 25 kilometers and every quarter hour. Plot the
ordered pairs—time and distance—on the graph. For example, the
first point is (0.25, 37) and the second point is (1.00, 109). Then
connect the points with a line.
Tri-State Tornado Graph
© 2015 Sally Ride Science
1
MOTION • Thinking Like a Scientist
1. The Tri-State Tornado moved 37 kilometers between 1:00 p.m. and 1:15 p.m. What was its speed in kilometers per
hour? How do you know?
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2. Explain how to use the line graph to find the distance the tornado traveled during its first 1.5 hours on the ground.
_______________________________________________________________________________________
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_______________________________________________________________________________________
3. What was the average speed of the tornado? Show how you figured it out.
_______________________________________________________________________________________
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_______________________________________________________________________________________
4. Suppose that after the tornado had been moving for an hour, it stopped and spun in place for 15 minutes. What would
the graph look like then?
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_______________________________________________________________________________________
_______________________________________________________________________________________
© 2015 Sally Ride Science
2
MOTION • Chapter 3
Velocity: Notes for Chapter 3
As you read each section of Chapter 3, write down any questions that occur to you. Also, write down any answers that
you find.
SPEED IS NOT ENOUGH
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__________________________________________________________________________________________
GETTING CLEAR DIRECTIONS
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CH-CH-CH-CHANGES
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THE THRILL OF CHANGING VELOCITY
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A PUSH FOR CHANGE
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IT’S ALL THE SAME
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© 2015 Sally Ride Science
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MOTION • Chapter 3
PICTURE THIS
Review your notes for Chapter 3. Draw a diagram of an object in motion that undergoes at least three changes in velocity.
Add captions and labels to show when and how its velocity changes.
PUT IT ALL TOGETHER
Use your notes and diagram to help you identify and list the most important ideas—the key concepts—in Chapter 3.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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© 2015 Sally Ride Science
2
MOTION • Create a Science Brochure
Create a Science Brochure
Create an illustrated a brochure that explains and applies the key
concepts in Motion.
> To make the brochure, stack three sheets of paper. Fold the
stack along its width or height. Staple three times along the
edge.
> In the box are The Bottom Line statements from Motion. Use
the statements, or phrases from them, as headings for your
brochure.
> Draw a labeled illustration and write several sentences to
explain how each heading applies to an example of motion.
> Title and design the brochure’s cover.
Plan your brochure
__________________________________________________
Motion: The Bottom Line
> An object’s position can be described
in relation to a point of reference.
> You can locate objects and measure
distances between them on a map
by using the grid and the compass
directions.
> An object’s motion is described by
tracking how its position changes
over time.
> Distance = speed x time
> Average speed = total distance/total
time
__________________________________________________
> The units for speed are always
units of distance/units of time.
__________________________________________________
> Velocity is speed in a certain
direction.
__________________________________________________
> Velocity changes if speed changes or
if direction changes.
__________________________________________________
> An object’s velocity will not change
unless a force acts on it.
__________________________________________________
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© 2015 Sally Ride Science
MOTION • Life on the Line
How Do We Know? Life on the Line
Review the questions below for each section of How Do We Know? Then read each section
in the book and answer the questions.
THE ISSUE
As you read, analyze the writing by thinking about these questions:
1. How does the science writer capture your interest at the beginning of the feature?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. How does the picture on page 26 help you understand the topic?
_______________________________________________________________________________________
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_______________________________________________________________________________________
THE EXPERT
3. How is Barbara Block able to track the routes of bluefin tuna?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
IN THE FIELD
4. Why does Barbara Block need a team of people to help tag a bluefin tuna?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
TECHNOLOGY
5. What is the difference between an archival tag and a satellite tag?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
© 2015 Sally Ride Science
MOTION • Math Connection
Math Connection: Go the Distance!
An electronic tag showed that a young bluefin tuna crossed the Pacific
Ocean three times—across, back, and across again—in just 600 days.
Each one-way crossing is 12,000 kilometers (7,500 miles).
Show your calculations as you answer these questions.
1. What’s the total distance, in kilometers, the bluefin swam in 600 days?
What’s the total distance in miles?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What’s the average distance, in kilometers, the bluefin swam each day? What’s the average distance in miles?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
© 2015 Sally Ride Science
MOTION • Hey, I Know That!
Hey, I Know That! Study Guide
Use this sheet to answer the Hey, I Know That! questions on page 30 of Motion.
1. In the story about the tortoise and the hare, the hare knows he can run faster than the tortoise. So the hare takes a
nap while the tortoise keeps on walking. How long must the hare nap for the tortoise to win the race? The field is 100
meters (328 feet) long. (pages 13 and 15)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. A bike rider takes 2 minutes to travel a track that is 1,341 meters (4,400 feet) long. What is her speed? (page 14)
_______________________________________________________________________________________
_______________________________________________________________________________________
3. A parachute ride begins with a speed of zero. The chutes take riders 76 meters (249 feet) up in 40 seconds. The ride
ends with the chutes falling 76 meters (249 feet) in 20 seconds. What is the average speed for each half of the ride?
What is the velocity of the first half of the ride? (pages 15 and 20)
_______________________________________________________________________________________
_______________________________________________________________________________________
4. Draw a half-pipe. Draw three skateboarders at different positions on the half-pipe. At each position, tell if the skater’s
velocity is changing. If it is changing, tell how. (page 20)
Caption: What happens to this skateboarder’s velocity as he soars above the
half-pipe and then heads back down? (pages 22–23)
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
© 2015 Sally Ride Science