edTPA Indirect Instruction Lesson Plan Template

Gravity

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Central Focus/Big Idea: Analyze forces of gravity.

Subject of this lesson: Explaining how factors like gravity, friction and change in mass affect the motion
of objects.

Grade Level: 3th grade

NC Essential Standard(s): 3.P.1.3 Explain the effects of earth's gravity on the motion of any object on or
near the Earth.

Next Generation Science Standard(s):

Grades 3-5
5-PS2 Motion and Stability: Forces and Interactions
Disciplinary Core Ideas
The gravitational force of Earth acting on an object near Earth's surface pulls that object
towards the planets center. ( 5-PS2-1)

21st Century Skills:

Flexibility and Adaptability

4th grade outcomes- Students can provide illustrative example of science as an ongoing
process.
I chose this skill because gravity is an ongoing process, discoveries are made daily so if
my students can illustrate multiple examples then I have done my job.
Creativity and Innovation

 4th grade outcomes- Students can provide concrete examples of science as a way of
thinking that involves both systematic and creative processes that anyone can apply as
they ask questions, solve problems, invent things and develop ideas about the world
around them.
I chose this field because gravity can be a concept that can be built upon previous
knowledge and it can be applied to real world situations.
Critical Thinking and Problem Solving
4th grade outcomes- Students construct their own scientific understanding and develop
their scientific process skills by asking scientific questions, designing and conducting
investigations, constructing explanations from their observations and discussing their
explanations with others.
I chose this field because students have to be able to apply the concept of gravity to their
everyday lives and they must build their scientific process skills.
Academic Language Demand

Language Function: Students' are expected to interpret the forces of gravity to fit each
object being used in the demonstration.

Analyze

Argue

Categorize

Compare/contrast Describe

Interpret

Predict

Question

Retell

Explain

Summarize

Scientific Vocabulary: force, motion and gravity

Instructional Objective: Students' will be able to define force, motion and gravity in their own words.
They will successfully be able to answer 7 out of 8 questions given on the quiz in the evaluate phase of
the lesson. Additionally I expect the students to be able to understand what gravity is, so they will
complete a post lesson quiz.

Prior Knowledge (student): Students should know about the concept of gravity.

Content Knowledge (teacher): The teacher should know how to properly conduct the
experiment/demonstration. The teacher should also have a clear understanding of force, motion and
gravity.

Accommodations for special needs: I would make sure that the students with physical disabilities are
close to the front of the room so they can see the demonstrations. I would put them into groups with

students that can help them while I assist the class, but would pay extra close attention to those groups in
case of extended questions. For ELL, I would try to accommodate the worksheets and demonstrations to
fit their home language as best as I can.

Materials and Technology requirements:

Video- Bill Nye the Science Guy, Gravity Demonstration from TeacherTube
www.teachertube.com/video/bill-nye-on-gravity-126336
Book: The Science Book of Gravity, by Neil Ardley
It's An Uphill Battle
Pipe insulator (cut in half length wise)
marbles
2 chairs
tennis ball
It's An Uphill Battle recording sheet (1 per student)
Ball Throwing Diagram
Tennis ball
ping pong ball
throwing ball overhead transparency (draw on board or handout per student)
Computer or Projector
White Board
Markers

Total Estimated Time: 1-2 class periods

Source of lesson: Website www.uen.org for the activity ideas. Then the Book of Gravity by Neil Ardley

Safety considerations: To ensure safety during the experiment, the pipe insulator will be pre-cut so that
none of the students seem tempted to cut it. I would mind them to be careful using the equipment in the
room.

Content and Strategies (Procedure)

Engage:

 Ask the initial question:

What do you think gravity is? (Answer: The force that keeps us on Earth)
Show the video "Bill Nye the Science Guy Gravity demonstration"
Watch the video.
Explore:

Ask students these questions after watching the video:

Did the size of the object matter? (Answer: No!)
Did everything fall at the same speed? (Answer: Yes!)
It's An Uphill Battle
Have two chairs places approximately 24" apart with the pipe insulator between the
chairs forming a "U" extending 36" off the floor.
Explain demonstration
Explain to the students that you are going to let a marble go from various starting points
while they observe from behind the safety line.
Have the students predict how far up the on the other side the marble will go and ask:
Do you think the marble will make it up the other side? (Answer: Yes)
Is gravity at work? (Answer: yes)
Move the pipe insulator to 30" from the floor and repeat the procedure.
Split the class off into 4 or 5 small groups. Have them complete the last four heights.
Have them first to predict the outcome for 24", then have the group complete that part of
the procedure. After every group has completed pause and predict the outcome for the
next height of 18". Repeat this process until every group has conducted every height.
Record Data on the "Uphill Battle" activity sheet.Then ask at the end of all the
demonstration:
Which height had the most success? (Answer 36")
Explanation:

Discuss the difference between force and motion in relation to gravity.

Ask the students to share the results in their groups.
This should clarify any confusion or misconceptions.
Give the students about 5-10 minutes to discuss in small groups about their results from the
demonstration and come up with a collective result. Then ask one person per group to share
the results.
After I would ask questions about the demonstration to sum it up, for example I would ask:
At which height did the marble travel successfully up the other half of the pipe?
What is another type of ball that would work for this demonstration?
Elaborate:

Throwing Balls

 Show students the transparency of the three football players demonstrating the task.
The first football player is throwing the ball straight down.
The second football player is throwing the ball in a straight line.
The third football player is throwing the ball up in the air?
Ask the students what they think the activity will show. (Answer is gravity)
Demonstrate each style of throwing the ball so the students know what to do.
After demonstrating have the class split back up into their groups.
Allow for 5 to 10 minutes for the activity so that every student has a chance to try.
Once the students complete the demonstration ask the class:
How did gravity affect the ball when it was thrown up in a straight line? (Answer: It
brought the ball down)
What happened when the ball was thrown up in the air? (Answer: It came down)
What does gravity ultimately do? (Answer: Keeps objects down)
Evaluate:

Summative Assessment
Quiz
Sample Questions
Gravity is a force that keeps objects? (answer-down)
Where is gravity located? (answer- atmosphere)
Formative Assessment
Uphill Battle Activity Sheet
Did the student accurately fill in the information on his/her data recording sheet?

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________