Lesson 2: Gravity
Grade: 3rd
Topic: Gravity
Lesson # 2 in a series of 6 lessons
Brief Lesson Description: Using the EPE Model, students will experiment with various objects, and how they fall when dropped.
Essential Question(s):
Why do objects fall when dropped?
Learning Outcomes:
Students will learn that objects will fall when dropped, due to the downward force of gravity.
Students will learn that two objects dropped simultaneously should fall at the same rate, and hit the ground at the same time.
NYS Science Standards:
S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects
and events they have observed and heard about.
Background Information
Materials:
Prior Student Knowledge:
Possible Preconceptions/Misconceptions:
LESSON PLAN
Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
Lesson Description & Probing Questions:
EXPLAIN: Concepts Explained and Vocabulary Defined:
Vocabulary:
Have students record the following vocabulary words in their journals, defining them based on the class discussion.
Vocabulary:
Have students record the following vocabulary words in their journals, defining them based on the class discussion.
Extensions:
As an extension, the teacher can drop a flat piece of paper next to one of the balls, and have the class observe to see how they will fall. Have them discuss why they think the paper did not land at the same time as the ball, based on what the class talked about before.
Assessment:
Topic: Gravity
Lesson # 2 in a series of 6 lessons
Brief Lesson Description: Using the EPE Model, students will experiment with various objects, and how they fall when dropped.
Essential Question(s):
Why do objects fall when dropped?
Learning Outcomes:
Students will learn that objects will fall when dropped, due to the downward force of gravity.
Students will learn that two objects dropped simultaneously should fall at the same rate, and hit the ground at the same time.
NYS Science Standards:
S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects
and events they have observed and heard about.
- S1.1a Observe and discuss objects and events and record observations
- S1.1b Articulate appropriate questions based on observations
Background Information
Materials:
- Multiple golf balls
- Multiple ping pong balls
- Multiple lacrosse balls
- Task cards
- Science notebooks
Prior Student Knowledge:
- Students have heard of the term gravity and its basic idea.
- Students most likely have not experimented with the force of gravity, or its effects on different objects.
Possible Preconceptions/Misconceptions:
- Heavier objects will fall faster than lighter objects.
- Gravity will affect heavier or larger objects with more force than lighter/smaller objects.
LESSON PLAN
Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
- As a class, we will discuss our prior knowledge about gravity.
- Has anyone heard of the term gravity before?
- What does gravity do?
- What does gravity act upon?
- Then, we will create EPE tables in our science notebook. The teacher will show how to make one on the board, so that the class have a model to recreate in their notebook. As a class, we will talk about the EPE model and how it Is used. Focus on explaining that the children will be filling out the tables within their groups, and not as a class. We will share our ideas at the end, but it is up to the students to experience the phenomena, and to come up with patterns and explanations.
- Next, the teacher will ask the class to get in groups of 2 to 3 students (these groups may be formed by the teacher based on ability/behavior if needed). Once groups are formed, the teacher will hand out the task card to each group. See attachment at the end of lesson plan for the task card.
Lesson Description & Probing Questions:
- Each group will have a 1 ping pong ball, 1 golf ball, and 1 lacrosse ball.
- Based on the task card, they will predict how each object will fall, and discuss as a group.
- Next, they will experiment with the 3 different objects. They will drop 2 at a time from equal heights, and see how they fall and when they land. These observations will be recorded in their experiment section of their EPE table.
- Observations should show all objects falling at the same speed, and landing at the same time.
- Assist students to make sure that there is the least amount of human error as possible.
- Make sure the students are dropping the objects at the same time.
- How can we make sure that objects are being dropped at the same time? (this can be a problem solving activity)
- If this seems to be too difficult for students, assist them or show the class as a whole that by dropping at the same time, the objects will land at the same time.
- When comparing the objects and how they fall, they will also record patterns that they find between the objects, and how they fall. Patterns should include:
- Small/light and large/heavy objects fall at same rate.
- Heavy/large and light/small objects land at the same time.
- On the task card, it will say to brainstorm explanations for these observations and patterns. It will also say that we will discuss as a class, so they are not left to figure it out alone.
EXPLAIN: Concepts Explained and Vocabulary Defined:
- As a class, discuss the experiences and patterns found during the activity.
- How did you compare the objects?
- What did you think was going to happen when you dropped the objects?
- What patterns did you find?
- Now, ask the class to share their predictions on explanations for the experiences and patterns found.
- The teacher will now begin to explain the force of gravity, and how it acts upon all objects.
- It constantly pulls all objects towards the earth
- It prevents objects from flying away for the earth
- In their journals, have the students Write a few sentences from the point of view of one of the objects that they used during the lesson. For example, from the point of view of the ping pong ball, a student could write that even though they are light and small, they still fall and land at the same time as the heavier objects.
- This will assess the students learning, as well as add a literary element to the lesson.
Vocabulary:
Have students record the following vocabulary words in their journals, defining them based on the class discussion.
- Gravity – the force that pulls objects towards the earth
Vocabulary:
Have students record the following vocabulary words in their journals, defining them based on the class discussion.
- Gravity – the force that pulls objects towards the earth
Extensions:
As an extension, the teacher can drop a flat piece of paper next to one of the balls, and have the class observe to see how they will fall. Have them discuss why they think the paper did not land at the same time as the ball, based on what the class talked about before.
- Since you did not talk about resistance as a class, it will be interesting to hear the predictions made by the class. These might include:
- Because the paper is flat and thin, compared to the ball which is spherical.
Assessment:
- Observations of questions and thoughts throughout the lesson
- Collection of journals with a checklist to determine understanding of lesson and concepts
Checklist for Journals:
- Student participated in journal entries for the lesson
- Student created an EPE model and contributed to all three sections
- Student recorded experiences based on their experimentation
- Student recorded logical patterns based on their experimentation
- Student recorded explanations and vocabulary based on class discussion
- Student created a passage from the point of view of a falling object.
- Student used vocabulary from the lesson, and showed clear understanding of concepts.