NGSS MS-PS2-4 MS-PS2-2 Graphing Motion Card Sort & Graphing Questions

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Description

If you are teaching your students how to understand motion graphs/ Distance vs time graphs, this resource is a great scaffold or assessment! It touches on the NGSS Disciplinary Core Idea PS2.A: Forces and Motion. You have some options as to how to do this activity!

Option 1 Large Version: Print a set of the 4 graphs and the 15 strips/cards per group. Place the strips/cards in a zip lock bag. Students spread the four graphs out on their desks and attempt to accurately place the strips/cards on the correct slope of each graph. Students can then draw the graphs and write the descriptions next to the slope of the line after you show them the key. This option requires the least amount of printing.

Option 2 Small Version: Print a set of the 4 graphs and the 15 strips/cards per student. Students paste the graphs into their science notebook. Students then cut the sheets of strips/cards into 15 individual pieces. Once students have the opportunity to discuss and sort the cards, I put the keys up on my screen. Students then use glue sticks to glue each piece on to the graphs. This is the option I prefer because it’s great for notebooking! This takes my students approximately 45 minutes.

Time: Depending on what option you choose, this lesson can take anywhere from 20 minutes to 45 minutes to sort the cards and do the questions.

This resource includes the following:

-Card Sort Large and Small versions

-Card Sort Key

-Detailed Teacher Notes

-Analysis Questions and Key

This resource includes the Concepts:

-Interpreting Distance vs Time Graph

-Motion

-Speed

-Distance

-Time

-Slope

NGSS Disciplinary Core Idea (DCI):

PS2.A:  Forces and Motion– All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2)

NGSS Science and Engineering Practices (SEP):

Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-PS2-4)

Analyzing and Interpreting Data

Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis.

NGSS Cross Cutting Concepts (CCC):

Patterns

Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. 

Stability and Change

Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales.  (MS-PS2-2)

Cause and Effect

Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.

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