Super Simple Motion Graphs includes Projectile Motion for Special Education

This unit on motion graphs is part of a super simple physics curriculum for special education and covers projectile motions. It is based on state-extended learning standards.

What is Super Simple?

• Super simple indicates that it is intended for students working at a K-1 level and need maximum support.
• Problems are simplified and ask only one question.
• Pictures used throughout.
• Intended for students in self-contained settings.
• PRINTABLE activities only

This unit addresses:

• how things move
• how to read a motion graph
• forces that act upon an object in motion

There are many opportunities for students to engage in repeated information on reading and interpreting motion graphs (including those that show the trajectory of projectiles). This repetition helps students make connections to this important and often abstract information.

In addition, many of the activities and assessments include more than one version, suggestions for differentiation, and options for presentation.

For a more advanced unit on Motion Graphs, still intended for special education settings, CLICK HERE

See the preview for a more detailed look at the contents.

*****************************************************************************

Super Simple Motion Graphs Unit Includes:

⭐ This unit comes in two complete files: one in color and one in black and white.

In the zipped folder, you will find:

• 11 days of lesson plans
• Activities in color
• Activities in black and white
• Voice-recorded PowerPoint show
• Graphing Motions book (PowerPoint) to use with activities

Motion Graphs Activities:

• Vocabulary board (no vocabulary cards in this unit)
• Circle map (errorless only)
• Labeling motion graphs (moving or stationary)
• Reading motion graphs (how far or how long an object travels)
• Reading motion graphs with projectiles (how high or how long an object is in the air)
• Bingo cards
• Assessment

*****************************************************************************

Much of what I have learned about curriculum development is incorporated in these units. For example, do not be afraid of repetition. It is critical that students with significant disabilities get to experience material over several days to be able to fully assimilate what is being taught. Also, adding visual supports to your printables and class activities helps students be able to pay more attention to the content you are presenting rather than the mechanics of what is expected. Finally, ask questions. Good questions!! Regardless of the material, if we can ask students good questions it will push them to think more deeply than before.