NCDPI – AIG Instructional Resource: Background Information
Resource Title: Point of Reference: I Flip for Forces!
Subject Area/Grade Level (s): Science/7
Time Frame: 120 minutes (~2 class meetings)
Common Core/Essential Standard Addressed:
ES 7.P.1.1 Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object.
Additional Standards Addressed:
Science ES 7.L1.4 Summarize the general functions of the major systems of the human body and ways these systems interact with each other to
sustain life.
CC ELA W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and
well-structured event sequences.
Visual Arts ES 7.V.2&3 Apply creative and critical thinking skills to artistic expression. Create art using a variety of tools, media, and processes,
safely and appropriately.
Visual Arts ES 7.CX.2 Understand the interdisciplinary connections and life applications of the visual arts.
Info&Tech ES 7.TT.1 Use technology and other resources for assigned tasks.
Brief Description of Lesson/Task/Activity: Within the physical science strand of 7th grade science, students focus on the motion of objects. In
this task, students assume the role of an animator who must convincingly demonstrate the motion of several objects using point of reference
techniques. Students will then write fictional narratives to accompany their “flip book” animations. The interdisciplinary nature of this lesson
allows students to creatively build meaningful connections between different science strands (physical and life) using written and visual
expression while promoting 21st Century Skills.
Type of Differentiation for AIGs (include all that apply):
x Enrichment
Adaptations for AIGs:
x Product
Content
x Process
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
Extension
Acceleration
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
Explanation of How Resource is Appropriate for AIGs: AIG students in the middle grades demand real-world examples of conceptual physics
topics. These students also need opportunities to plan, implement, and explain sequential processes through writing and other media as these
skills will be essential in advanced courses (AP sciences, etc.). The creative aspect of this assignment will also allow AIG students to introduce
their own interests or “perspectives” as they demonstrate content comprehension. Finally, self and peer assessment using defined criteria
further develops the metacognitive and evaluative/evidentiary reasoning abilities of these students.
Needed Resources/Materials
 Teacher-provided “no point of reference” pictures (to be attached)
 Teacher-provided information about “persistence of vision” and the history of flip books
 Teacher-provided example of a traditional flip book
 Directions and materials for a traditional paper-based flip book or computer/internet access for each student to use in making a
computer-based flip book
 Rubric for self/peer assessment
Sources:
 Example of a possible source for teacher-provided traditional flip books: Amsel, Sheri. “Life Cycle Activities.” Life Cycle Flip Books.
Exploring Nature Educational Resource. © 2005 - 2012. April 14, 2012. http://exploringnature.org/db/detail.php?dbID=32&detID=2301
 Explanation of “persistence of vision” and its history in film/science- http://www.grandillusions.com/articles/persistence_of_vision/page02.shtml
 Additional student activities to explain the “persistence of vision” phenomenon if the teacher chooses to elaborate further on this topichttp://www.exploratorium.edu/snacks/persistence_of_vision/index.html
TEACHER NOTES: No prerequisite student knowledge/skills are required. However, consider coordinating this assignment with the Visual Arts
instructor at your school, as students interested in incorporating more realistic or three-dimensional objects/views in their flip books may request
additional instruction or examples to facilitate this artistic skill. Students who are overwhelmed by the open-ended nature of this assignment may be
provided “situation stems” to allow for better focus and success. Also, note that “persistence of vision” initially was defined as the eye’s ability to retain
an afterimage for a limited period of time that coincided with the next image. This definition has been scientifically disproved; however, the term is still
in use in film and other media and now refers to the brain’s ability to connect separate images shown in quick succession.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
NCDPI AIG Curriculum Resource Outline
STAGE ONE: ENGAGE
DAY ONE:
Project the “no point of reference” pictures in pairs in such a manner for all students to view. Ask students to state which object moved and explain
their choice in brief statements. Once all students have recorded their decisions and justifications, allow students to discuss their responses. Students
may have chosen different objects or have different justifications, and a few students with prior experience or greater understanding may state that
they were unable to determine motion because the pictures lack a point of reference. To provide students with more data, explain the process by
which the change in the photographer’s location altered the photo results, not any change in the objects’ locations. Use this activity to introduce the
need for a point of reference to determine the motion of an object. Explain that cartoonists or animators have to incorporate this physics concept into
their work in order to better show the motion of characters, etc. In addition, explain that print animators in the past and computer animators today
accomplish this is by also using “persistence of vision” –the connecting of a series of separate images into a single moving image. Eye and neurological
parts and processes can be incorporated here to improve student understanding of this concept.
STAGE TWO: ELABORATE
Provide students with traditional examples of a flip book. Explain to students how to use the flip book, starting with the last page and moving
the thumb to drop the pictures above quickly. Allow students several attempts at manipulating the pictures, as practice will provide for a better
animation of the drawings. Ask students to verbally explain which objects appear to be moving in the flip book and explain their responses.
Student responses should now be incorporating points of reference within the drawings or may even be using proximity to the edges of the flip
book paper itself to explain motion. If a student response does not incorporate this concept, ask leading questions to re-introduce the lesson
topic to ensure student success, such as:
 “What was the ____________ moving closer to/further from in the flip book?”
 If more than one object was in motion: “Which object was moving faster/slower? What did you use in the flip book’s pictures to help
you decide this?”
 “We learned today that the object that the _________was moving closer to/further from is called the point of reference. What is the
point of reference in this flip book’s pictures?”

The teacher should note and address any misconceptions or errors in reasoning before students move to the next step.
Explain to students that they will be completing a RAFT activity. They will be assuming the role of an animator. The Audience will be the film
audience (their classmates). The Format will be a flip book with an accompanying narrative. The Topic will be open-ended regarding motion, but
must incorporate all aspects of the assessment rubric. Important rubric elements include:
 the number of frames required (teacher may adjust based on time frame, materials used, etc.)
 the use of at least two points of reference for the determination of motion
 the inclusion of one object moving slowly based on points of reference
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project


the inclusion of one object moving quickly based on points of reference
a descriptive narrative based on the sequence of events pictured in the flip book (such as “_______ is walking to the park one morning.
He passes a red house and a little boy slowly pulling a wagon. His neighbor’s dog races past him.” )
Provide students with a copy of the assessment rubric and either directions for the creation of a paper-based flip book or access to an online flip
book generator, such as the possible choice of the website Flipbook! at http://www.benettonplay.com/toys/flipbookdeluxe/info.php
Some students may choose to create their written narratives first and then design their flip books to match; others may want to do the exact
opposite. Either method is acceptable as long as the individual student is meeting with success. Students who are overwhelmed by open-ended
assignments may be provided “situation stems” such as:
 A Typical School Day: bus rides, lockers, off to class, or a trip through the lunch line!
 We Win: the final play(s) in a school/rec league sports game of your choice!
 Ah, the Weekend: the perfect Saturday with your ideal activity!
 The Last Laps: the final lap(s) in a race car/ go-kart event of your choice!
 When I Learned To: the process you went through to ride a bike, skateboard, fly a kite, etc.!
 My Pet: what your pet (and you) like to do during the day!
 Nature at Work: a look at storms, earthquakes, or another severe (or not so severe) event!
DAY TWO:
Students will continue to design their flip books using the previously provided directions and assessment rubric.
STAGE THREE: EVALUATE
Students will present their flip books and written narratives. Depending on teacher preference, students may present to whole class, small
groups, or as peer partners. Peer assessments using the same rubric supplied earlier for the self-assessment should be completed to be used in
peer-to-peer or teacher-student discussions for continuous improvement.
TEACHER NOTES: Students who believe that they are not “artistic enough” may need skill/emotional support in order to be successful in this
performance assessment. Consider providing clip art resources or “how to draw” references to make the creative aspect of this task less
daunting. Again, collaborating with the Visual Arts teacher would be a great way to assist these students to ensure that the understanding of the
underlying science concept is demonstrated accurately and successfully from both the student and teacher point of view.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project