CSM SCIENCE MODULE

MODULE No: 3
THEME: Moving things, people, ideas
SUB THEME: Motion and Measurement
TOPIC: Motion 
CONCEPT: Motion

Topics Grade Chapter name Concepts

Types of G6 Ch 10: Types of motion

motion
Motion and  Linear
measurement of  Circular
distances  Periodic
 Rotational

Rate of motion G7 Ch 13: ·         Speed = distance

covered/ time taken
Motion & time (m/s)

·         Distance- time
graph

Measurement- G7 Types of motion-

uniform, non-uniform
Distance &
time

Check list

Sl. Content Page

No. no.
 1 Table for details - INDEX  

2 Learning objective and learning Outcomes  

3 Mind Map  

4 Icebreaker activity  

5 Brainstorming Activity 1 + Activity 2/ Conceptual clarity Activity  

+reflection

6 Ideas for Inclusive class  

7 Ideas for Formative assessment  

  Resources  

8 Webinar – online module  

9 Project ideas for student assignment to engage in learning process  

during no school days

10 Self-Reflection tool – Checklist  

NOTE – Module time limit is 90 mins

1.   INDEX

Sl. No Concep Grade Activit Time required Page no.

t y

1 G min

2 G      

           
            

           

2.    

Learning Objective

 To experiment with different types of motion  

 To explore different scientific concepts like weight, force, and friction with respect
to motion.
 To introduce machines in a simple manner. 
 To take part in reflective practice

Learning Outcomes

After going through this module participant will be able to:

 Connect different types of motion with daily life.
 Implement multi-concept activities. 
 Adapt reflective practices in their classroom

3.       Mind Map
Activity 1:
Types of motion- Charades              

Mode: Offline

Icebreaking Activity – Kinesthetic Time: 5-10 mins 

Materials required: chits with a) Types motion b) Types of motion example(image)

 Participants are given chits when they enter the room.

 The participants with the type of motion must find others with their respective
type of motion examples and they form a group.   
 The one with the type of motion will become the team leader for the entire
session. 
 Once done, the facilitator calls out team leaders one by one and each team
must enact their respective type of motion which the other teams must
guess. 
 Examples:
o Rotational motion: rotate their arms or their head or ankles etc.
o Linear Motion: Front and back movement of neck 
o Periodic motion: Clap at regular intervals
o Oscillatory motion: Oscillating their hand
 Emphasis will be laid on the creativity expressed by the participants to
demonstrate the motion.
 The participants can enact directly and can also use nearby items to show
the respective motions. 
Linear motion Circular Periodic Rotational Random
Motion Motion Motion Motion

Car moving in a Insect or a bug

Potter’s wheel flying
straight line Motion of a
Wheels of a
bicycle pendulum

veena strings
Movement of
Blades of the weathervane  dust particles
Lift moving up fan
and down
 Train moving Fish movement
on a straight Giant/ Ferry Heartbeat
wheel Rotation of
track
Earth

Pulling a
Ringing of Electron
drawer from Merry-go- Spinning of top
school bell movement
table round

Tug-of-war Helicopter Kite flying in air

blades Phases of Spinning of
moon wheel

Time distribution: 5-10 mins

Activity 2:
Automatic door activity:                               

Mode: Offline

Brainstorming Activity – Kinesthetic, Time: 20 mins

logical

Materials Required: Jute thread, medium sized stone, bag, water bottle, nail or
suction hook(temporary), tape
  A small scene will be enacted by the facilitators where one of them will express
frustration of having to close the door every time someone enters the room.
 Now, the facilitator will share his/her problem of closing the door with the
participants. 
 The facilitator will ask the following question
-Can you help me find a way to make this door close automatically after someone
opens it?
 First, the participants brainstorm within themselves and come up with a solution.
 To come up with a solution, the participants can use the set of materials available
to them and create a machine which would solve the facilitators problem. 

Time distribution:
5 mins: problem statement, 10 mins: brainstorm, 5 mins: solution

Let’s reflect:
1. Why did the door close automatically?
2. Have you observed this kind of solution in real life?
3. How does this door mechanism work?
Activity 3:
Matchbox in air 

Mode:  Offline

Kinesthetic, logical  Time: 25 mins

Materials Required: Needle, scissors, empty matchboxes, cotton string, woollen

string, jute thread. 

 The following question will be asked to the participants:

-Can you come up with a way to move the matchbox without touching it in the
air?
 The participants brainstorm within themselves and come up with a solution.
 Once done, the set of materials will be provided to them to implement their
solution. 
 If there is difficulty in implementation, Instructions will be provided to build the rail
box. 
 Participants will be asked to explore and play with the matchbox rail.
 Once done, participants will participate in a guided discussion. 
 Following questions will be asked by the facilitator:
-What type of motion moves the matchbox? 
-Can you move the train in both directions? Why or why not?
-Is it important that the threads are threaded diagonally? Why?
 Now the participants will be asked about the difference in using different types of
threads. 
 The activity is repeated again, and the above-mentioned questions are asked. 
 Further the following questions are asked:
Note to participants: This can be modified and used to show movements of any objects
in puppet shows bringing about Art integration. 

Time distribution:
10 mins: To build the matchbox rail. 1st round of Discussion: 5 mins, 5 mins: exploring
with Jute and woollen strings, 5 mins: concluding discussion. 

Let’s Reflect:
 What role does friction play in motion?
 Is there friction only on the earth or is it present in outer space as well?
 Can you give an example where the temperature plays a role in changing the
friction?

Activity 5
Match the following

Mode: Offline

Logical Time: 15 mins

  Participants will be given a set of graphs and statements. 
 They must brainstorm and match the graphs to the respective statements. 
 Later they must present their answers along with necessary justifications to the
peer groups

Statements:

a.   Swathi runs at a constant speed for 40 seconds before stopping (1)

b.     A cat moves slowly for 40 seconds before stopping (4)

c.     A Tiger stalks this prey, moving slowly, stops occasionally (2)

d.   A rabbit runs away from a farmer, Not stopping anywhere.  (3)

 Graphs:

1.

2.

3.
4.

Hint:

Time distribution: Brainstorm: 10 mins; Answers with justification: 5 mins

Backup:

Activity 6
Find the route!

Mode: Offline

Logical, Kinesthetic Time: 30 mins

Materials Required: map, instructions sheet, ruler, pencil, eraser

 Distribute the map to all the participants

 Explain the problem statement of optimising x’s route
 find a route with the quickest time, least distance and highest customer satisfaction
rating

Time distribution: Rules: 5 mins; Solution: 15 mins; Discussion: 10 mins

Activity 4
Rube Goldberg machine

Mode:  Offline

Brainstorming Activity – Kinesthetic, logical Time: 30 mins

Materials Required: 
 A problem statement will be given by the facilitator. For example, can you prick this
balloon using the given materials without touching the balloon?

 The participants will need to come up with a solution using the given materials
 This requires application of their knowledge and brings out their imagination
 Once done, their solutions will be tested out
 A video will be shown about RG machines and how effective they can be in
teaching simple physics concepts and making them understand the scope of this
concept.  

Time distribution:
5 mins: problem statement, 20 mins; brainstorm and implementation; 5 mins: testing

For inclusive classroom 

Motion

  The same activities can be used to teach motion. 

 Types of motion can be taught by hand/ leg movements

Measurement- 

 Other senses like auditory/ movement are preferred to teach measurements.

  Conversion small is explained using braille scale/ hand measurements (span)
Distance-

 For example: if visually challenged kids are playing cricket, the normal ball is
replaced with the ball containing sound making beads. So that the player can hear
the sound and react to it.

Formative assessment:
1. What role does friction play in motion?
2. Is there friction only on the earth or is it present in outer space as well?
3. Can you give an example where the temperature plays a role in changing the friction
and hence affect motion?
4. How does a rocket travel when it is launched? (type of motion)
5. A ball is thrown upwards. Does it come back down in a straight line?
6. If an object is stationary, are there any forces acting on that object? 
7. While travelling in a train, it appears that the trees near the track are moving whereas
co-passengers appear to be stationary. Explain the reason. 18. How are the motions
of a wheel of a moving bicycle and a mark on the blade of a moving electric fan
different?
8. Explain. Which of the following cannot be used for measurement of time? 
(a) A leaking tap. 
(b) Simple pendulum. 
(c) Shadow of an object during the day. 
(d) Blinking of eyes.
9. There are 3 scales given below. Measure 10cm using these scales. 
For the correct measurement of the length, which scale can be used?
A. scale A     B. Scale B    C.  Scale C     D. any scale
10. A bus has travelled to school after travelling for a distance, resting for a while and
then travelling again to reach school
Now, from the above graph interpret the following:
a. At what time did the bus stop? From _______ min to ________ mins
b. What is the speed of the bus? __________ kilometres/minute
c. What is the total time travelled by bus? _______mins
d. What is distance travelled by the bus?_________kms

11. Difference between uniform and non uniform motion

12. Define speed and write its formula. 
13. Define time period
14. What is the difference between Speedometer and Odometer?
15. What does the distance time graph indicate?

Student’s activity: List down activities involving motion at home/surroundings and classify
them into different types of motion.

Teacher’s Resources

In Teachopia, these are the lesson plans based on this topic.

Grad Chapter No. No. of Activities

e and Name Chunks

Activities in the lesson plans involve skills such as Logical

thinking, Social awareness, learning through performing arts,
Ch 4: and experiential methods in learning the functions of roots.
Roots-   Jumbled words activity
4 2
Support of   Seeding a plant
the Plant  Song and drawing
  Sowing the seeds

Activities in the lesson plans involve skills such as art form,

logical thinking, and experiential methods.
Ch 7:  knowing the venation of the leaf by Tracing the leaf
6 Getting to 5 and colouring the leaf and by even using the woollen to
know plants create the venation.
  observing the growth of the roots by sowing the seed