Science (EVS K-5) · Class 6

Active learning ideas

Understanding Rest and Motion

Have you ever noticed how a person sitting next to you on a bus seems still, but the trees outside are rushing past? This lesson explores this interesting idea of rest and motion, and how our point of view changes everything.

• CBSE Learning Outcomes
• NCERT Class 6 Science: Chapter 10 - Motion and Measurement of Distances

• 10–20 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Experiential Learning
• 15 min · Whole Class

Reference Point Tag

One student is the 'observer' and stands still. Other students move around. The observer calls out another student's name and describes their motion relative to a fixed object, like 'Ria is moving away from the blackboard'.

Explain how you can determine if an object is in motion.

Facilitation Tip

Change the observer frequently to give multiple students a chance to be the reference point.

What to look for

Use an exit ticket. Ask students to write down one example of an object at rest and one of an object in motion from the classroom, and to name the reference point for each.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 10 min · Individual

The Moving Dot

Students draw a dot on a piece of paper. They then move the paper across their desk. Ask them: 'Is the dot moving relative to the paper? Is it moving relative to the desk?'

Compare an object at rest with an object in motion, using examples from your surroundings.

Facilitation Tip

This simple activity clearly demonstrates the concept of a frame of reference.

What to look for

Provide a picture of a busy street scene. Ask students to list three objects in motion and three objects at rest, explaining their reasoning for each.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 20 min · Small Groups

Train Journey Simulation

Arrange chairs in rows like a train carriage. Some students are 'passengers' and one walks down the 'aisle'. Discuss who is in motion and who is at rest relative to the train and relative to the classroom floor.

Identify objects in the classroom that are at rest and in motion relative to you.

Facilitation Tip

Encourage groups to come up with their own scenarios, like a person throwing a ball inside the moving train.

What to look for

Students complete a simple checklist: 'I can define rest', 'I can define motion', 'I can explain why motion is relative with an example'.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Begin with a simple question: 'Is our school building moving?' This will spark a debate. Guide them to understand that it depends on what we compare it to: the ground (no) or the sun (yes). Use this to formally introduce the term 'reference point'. Constantly use the phrase 'relative to' or 'compared to' when discussing examples to reinforce the core concept.

After this session, students will be able to look at any object and confidently state whether it is at rest or in motion, by correctly identifying a reference point to justify their answer.

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Watch Out for These Misconceptions

• An object is either moving or it is not. Motion is an absolute state.

  Motion is always relative. An object can be at rest with respect to one thing and in motion with respect to another. For example, a passenger on a bus is at rest relative to their seat, but in motion relative to a tree on the roadside.

• If I cannot see something moving, it must be at rest.

  Some motions are too slow to be easily seen, like the movement of a clock's hour hand or a plant growing. Also, we are always moving with the Earth as it spins, but we don't feel it because everything around us is also moving with it.

• Non-living things cannot move by themselves.

  While non-living things need an external force to start moving, the state of being in motion is simply a change in position. A rolling ball or a flowing river are examples of non-living things in motion.

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Methods used in this brief

• Experiential Learning