LIFE IN MOTION

Project Overview
This project introduces the concept of motion and tries to make the
student aware of the natural forces existing in everyday life. In the activities, students
define and measure speed, study the concept of acceleration in conjunction with
slope, and explore the effects of gravity on falling objects.

Grade Level
Cycle 3
Subject Content
Speed, acceleration, and gravity

Suggested Timeline
(Some activities can be further divided into multiple sessions.)
Activity 1: 90 minutes
Activity 2: 1-2 hours
Activity 3: 90 minutes
Total number of hours: 4-6 hours
Duration of project: approximately 4 weeks

Project Activities
Activity 1: Students define and measure speed.
Activity 2: Students discuss the effect of a slope on speed (i.e. acceleration) and
measure speeds on various slopes/heights through student-created activities
Activity 3: Students discuss Galileo's versus Aristotle's hypotheses on the rates of pairs of falling
objects of various masses. Students test these hypotheses.
Competencies
The science and technology competencies involved in this project are listed below. (The project
activities that address the competencies are noted in parenthesis.) More detailed lists of
competencies are located within each activity.
Science and Competency 1: To take action, bearing in mind the different
Technology types of reasoning specific to science and technology (1,2)
Competencies Competency 2: To appreciate how human activities are
influenced by the specific contributions of science and
technology (2,3)
Competency 3: To propose acceptable explanations in
appropriate scientific and technological languages. (1,2,3)

Background Information for Teachers

The following are included with this project:
1. Suggestions for activities # i, # iia #ii b, # iic
2. Galileo story
3. List of recommended Web sites
Vocabulary List

Acceleration Centimeter Constant Deceleration Gravity Kilometer Meter

Motion Rate Slope Speed Variable Velocity

Teacher Comments from Field Testing

Our students found this project very interesting and exciting due to the hands-on
exploration and the many opportunities available for problem solving. The students
participated actively both in the planning and the execution of the activities and, as a result, were
able to derive a clearer understanding of the topics addressed. The slower students were also able
to grasp the concepts because the activities were not language-based but rather "idea" based (i.e.,
not a lot of reading was involved for the students). Since we still function in a school system where
there are specific times allotted for specific subjects, the 70 min - 90 min/week available for
science proved inadequate. Under these circumstances, only a few projects could be completed in
one school year. However, in the future, when school schedules will be based on the cross curricular
approach to teaching, many more projects will be successfully completed.
Authors of this Project
Nusrat Mirza St. Jude (R.S.B.)
Adelia Bensoussan St. Raymond (R.S.B)
Agnes Yang Educational & Counselling Psychology, McGill University
Alain Garand Chemistry, McGill University