Teachers:

Title & Topic:

Grade Level:
Leah Wilcock
Gravity
Fifth Grade
Standard:
Content - Physical Science Grade 5 Concept 2: Motion and Forces PO1 states, Describe the
following forces: gravity and friction
Process Strand 1: Inquiry Processes: Grade 5 Concept 2 PO3 states, Conduct simple investigations
based on student-developed questions in life, physical, and Earth and space sciences and Concept 4
PO1 states, Communicate verbally or in writing the results of an inquiry
Objective (Explicit & Measurable):
SWBAT describe how gravity pulls objects towards the center of the earth by making observations on
how objects react on earth and in space
Evidence of Mastery (Measurable Assessment: formative and summative):
Formative The teacher will observe students during their investigation. The teacher will walk
around to each station to check on the students progress. In order to check the students progress, the
teacher will ask questions regarding the students observations. The students can address any
misunderstandings or thoughts about their investigation. This dialogue between the teacher and
student will provide information to the teacher on how to guide future instruction.
Summative Students will complete a written summary of their learning. They will use their
observation worksheet to complete the summary. In their summary, they will answer the questions:
What is gravity? and How did the lack of gravity affect one of the toys we observed?. The
students will use their observation notes to complete the written summary.
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from simple to more
complex):
SWBAT make observations and articulate their thoughts
SWBAT write and make predictions
SWBAT identify the affects of gravity
Lesson Summary and Justification: (summary gives detailed information about what students are
doing. Justification why is this lesson being taught)
In this lesson, the students will be investigating the concepts of gravity through observations on earth and in
space. The students will be able to compare and contrast how each object reacted to the force of gravity, or
the lack thereof. At the beginning of the lesson, the students will be actively engaged in a station activity. At
each station, there will be a different toy for the students to play and interact with. In groups, the students
will travel to each station and their job is to make observations on how the toy is played with and predict
how it will work in space. These observations and predictions will help the students understand that gravity,
the force that pulls objects towards the center of the earth, is different on earth and in space. After the
students have been to each station, they will watch a video on each toy that shows astronauts playing with
the toy in space. The students will write their observations on how the toy was actually played with in space.
At this time, the students will be able to recognize if their predictions were correct or not. Then, the teacher
will read a book, Floating in Space, that describes how astronauts handle this change in gravity. In the
book, it gives strategies on how the astronaunts deal with weightlessness. After reading the book, the
students will work in groups to discuss how they can modify one of the toys so that it can work more
efficiently in space. The students can use some of the strategies that were listed in the book. After each
group presents the modifications to their toy, the students will receive a summary worksheet to finish the
lesson. Each student will be required to turn in a written summary that reflects their learning about gravity.
The students can use their observations, predictions, space toy videos, or Floating in Space book to
complete their written summary. Every activity that is done in the lesson promotes student learning about
the basic concepts of gravity by investigating the differences on earth and in space.
Background Knowledge: (What do students need to know to complete this lesson)
Students should have a prior knowledge about how force is a push or pull.
Students should have a prior knowledge about the basic concepts of gravity and that it is present on the earth.

Misconception: (what possible misleading thoughts might students have?)

1. Gravity only exists on earth
This misconception will be addressed during the students investigation. The students will learn that
gravity is active in space. In space, there is less gravitational pull than compared to earth. Without
the force of gravity acting in space, objects would continue to drift endlessly in a straight line.
2. Weight and mass are the same
This misconception will be addressed after the students watch the NASA space soccer video. The
teacher will state the question, Why are the astronauts floating and unable to stand?. Students will
discuss with a partner, then discuss as a whole group. The teacher will then address the concept of
weightlessness. The astronauts are weightless in space, because the force of gravity acted upon the
body is not present. But even though they are weightless, the astronauts still have mass. Mass is the
measurement of matter an object contains.
Process Skills: (what skills are you introducing or reinforcing: ex: observation reinforcing;
prediction - introducing.)
Predicting introducing
Communicate reinforcing
Comparing/Contrast - reinforcing
Safety: (what safety rules and items need to be addressed?)
Do not throw the toys
Do not break the toys
Do not hit another peer with the toy
Inquiry Questions: (testable in the here and now.)
1. Explore How are other objects affected by the lack of gravity in space?
2. Elaborate What could you do to modify a toy to be played with both on earth and in space?
Key vocabulary: (list and define)
Materials: (list item and possible quantity)
1. Gravity a force that pulls objects towards the
1. International Space Toy videos
center of the earth
2. Soccer game video
2. Prediction a forecast
3. Observation note worksheet (one for each
3. Force a push or pull
student)
4. Four different toys (two of each): toy helicopter,
yo-yo, jumprope, spinning top
5. A set of station directions (one for each station)
6. Written summary worksheet
7. Floating in Space book
8. Poster board (one for each table group)
9. Markers
Engage - In this section you should activate prior knowledge, hook student attention, pose a question
(IQ#1) based on your lesson objective that students will seek to answer in Explore.
Teacher Will: (hook)
Students Will:
1. Ask the students, By raise of hands, has
1. Listen to teachers question, raise hand if
anyone played soccer? Or has watched a soccer
the question applies
game?
2. Notice how many students raise their hand or
dont raise their hand
3. State, I am going to show you a clip of a
soccer game
4. Show a soccer game video
2. Watch soccer video silently
5. Ask, Why are the soccer players able to stay
3. Listen to teachers question and turn to a
running on the ground? Why is the ball able to
partner and discuss
stay on the ground? Turn to a partner and
discuss

6. Walk around to listen to student response

7. Ask for volunteers to share their ideas
4. Raise hand to share or listen to peers
8. Inform the students that gravity is acting on
thoughts and ideas
every object and it is allowing the players and
the soccer ball to stay on the ground.
9. Ask the students, What do you know about
5. Listen to the teacher and think about what
gravity?
is gravity
10. Listen to student response
6. Raise hand to share ideas about gravity
11. Gravity is the force that PULLS objects towards
7. Listen to teachers explanation about
the center of the earth. It is the attraction
gravity
between two objects.
12. Ask, How might a soccer game be played
differently in space?
8. Think about the question and turn to a
13. Have them turn to a partner and discuss, then
partner to discuss
share as a whole group
9. Listen to other responses
14. Tell the students that astronauts wondered the
same thing, so in 2002, they brought a soccer
ball to try out on the ISS.
15. Show the International Toys in Space video
online that shows astronauts in the ISS playing
10. Watch the video
hockey
16. After the video, instruct the students to turn to a
partner to discuss how the game was played
11. Discuss the differences that happened in
differently than the previous video
the first video and the second video
17. Have some of the students share to the whole
class
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Proximity The teacher should walk around the classroom and listen to student conversations. This can help
keep students on task and hear whether they are understanding the content.
Think-Pair-Share After the teacher asks a question, the students should discuss with a partner. This allows
the students to think about the question more deeply then generate their answer. It can also create more
student involvement.
Explore - In this section students should take the lead and actively use materials to discover information
that will help them answer the question posed in Engage. Teachers may choose to give steps to follow,
especially for younger students, but the goal is for students to discover some or all of the sub-objectives of
the lesson.
Teacher Will: (pose IQ #1)
Students Will: (list all steps)
1. Pose IQ #1, How are other objects affected by
1. Listen to teacher ask IQ #1
the lack of gravity in space?
2. Inform the students that we will be
investigating that question through different
stations.
3. Explain the directions to the students (steps 4-5)
2. Listen to the directions
4. Each station has a different toy: toy helicopter,
yo-yo, jump rope, spinning top
5. Every student will receive an observation paper.
At each station, they will play with the toy and
write their observations on how the toy was
played with. They will then make a prediction
on how the toy will be played with in space.
The students will complete an observation and
prediction for every station.
6. Have the stations already set up for the

students.
7. Hand out the observation papers and allow for
student questions
3. Ask questions, if needed, about the
8. Allow the students to interact with the toys at
directions for the station activity
each station for about five minutes. The
4. Play with the toys at each station and write
students should also be writing their
observations and predictions
observations and predictions. Then have the
students switch stations.
5. Switch stations when it is time
9. Walk around to each station to ask questions
and observe their learning
10. Once the students have completed every station,
6. Sit in their seat once they are done with
have the students sit in their seats with their
each station. Have observation paper in
observation papers.
front of them, ready to discuss.
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Proximity The teacher should walk around to each station to make sure that students are on-task. The
teacher should also make sure that the students are understanding what is expected of them. If a student is
struggling with the concept of how gravity affects the toy, guide them by asking questions.
Flexible grouping The students are able to work in their table groups to play with the toys. The students
are also able to move to different stations and be active learners. This creates more student engagement in
the lesson.
Explain In this section students share what they discovered, teacher connects student discoveries to
correct content terms/explanations, students articulate/demonstrate a clear and correct understanding of the
lesson sub-objectives by answering the question from Engage before moving on.
Teacher Will:
Students Will:
1. Ask the students to share some of their
1. Listen and share observations made about
observations that they made. Have a few
each toy
students share for each toy.
2. Ask the students to share some of their
2. Listen and share predictions made about
predictions that they made. Have a few
each toy
students share for each toy.
3. Acknowledge the similarities and differences in
the student predictions
4. Inform the students that we will watch a video
3. Watch a video on each toy about how it
on how each toy was actually played with in
was played with in space
space.
5. Instruct the students to record how the toys
4. Record observations on how it was actually
really worked in a weightless environment and
played with
compare their predictions.
6. After each video, have the students discuss with
5. Discuss with a partner on whether their
a partner and share if their prediciton was
prediciton was correct or not
correct or not.
7. After all of the videos, allow the students to
6. Listen and share predictions with the whole
share as a whole group whether their
class
predictions were correct or not.
8. Inform the students that the difference between
7. Listen to the teacher explain more about
earth and space is that there is less gravitational
the gravitational pull
pull in space. With the lack of gravity, objects
are able to float and be weightless.
9. Read, Floating in Space, which explains more
about weightlessness and how astronauts deal
8. Listen to the book, Floating in Space
with it as they work, eat, and sleep.
10. Have the students listen for strategies and tools
to help them work in a weightless environment
9. Listen for strategies used in the book to

(velcro, straps, bungee cords and attaching

things to walls)

help astronauts deal with weightlessness

Best Teaching Practice Strategy/Differentiation and Teacher Notes

Trade book The use of the trade book, Floating in Space, allows the students to make connections from
their investigation to the information provided in the book. It also creates more student engagement.
When the students are sharing their observations and predictions about a toy, make sure to clear up any
misconceptions that the student may have about gravity.
Elaborate In this section students take the basic learning gained from Explore and clarified in Explain
and apply it to a new circumstance or explore a particular aspect of this learning at a deeper level. Students
should be using higher order thinking in this stage. A common practice in this section is to ask a What If?
question. IQ #2
Teacher Will: (pose IQ #2)
Students Will:
1. After reading the book, pose IQ #2, What
1. Listen to IQ #2 and think about how a toy
could you do to modify a toy to be played with
can be modified
both on earth and in space?
2. Inform the students that they can use what they
learned from the book to help them form their
answer.
3. Instruct the students to work in their table
2. Work in their table group
groups
4. As a table group, have the students choose one
3. As a group, choose a toy to modify
toy that was in one of the stations to modify
4. Think of the strategies used in the book to
using one of the strategies from the book.
come up with some ideas to modify the
5. Have the groups write their ideas and
chosen toy
modifications on a poster paper.
5. Write ideas about the modifications on a
6. Walk around to each group as they are working
poster board
and ask questions about their modifications
7. Once every group is finished, have each group
6. As a group, present their poster and explain
share to the class their poster and the
the modifications made.
modification they would make to the toy. Also,
7. Listen to other groups share their ideas
have the students explain why they would make
that modification.
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Flexible grouping The students are able to work in their table groups on the assignment.
Trade book The students are required to take what they learned from the book and apply it to their
experiment. How can they modify a toy based on the strategies they learned from the book?
Proximity The teacher should walk around the classroom to make sure that every table group is on-task.
The teacher should also make sure that the students are understanding what is expected of them with this
activity. If a student is confused on how to modify the toy, guide the student by reminding them of the
strategies listed in the book.
Evaluate In this section every student demonstrates mastery of the lesson objective (though perhaps not
mastery of the elaborate content). Because this also serves as a closing, students should also have a chance
to summarize the big concepts they learned outside of the assessment.
Teacher Will:
Students Will:
1. Hand out the written summary worksheet.
1. Listen to directions on the written summary
One to each student.
worksheet
2. Explain that they need to take what they
observed in both the stations and videos to
complete their written summary.
3. Instruct the students to first answer the
question, What is gravity and then Choose

one of the toys from the station activity. How

does the lack of gravity affect the toy?
4. Inform the students that their summary
2. Listen to teacher
should include evidence from their
3. Ask questions, if needed
observations and evidence from the videos.
5. Listen to student questions about the
assignment
4. Begin working on the written summary,
6. Once completed, have the students turn in
reflecting on the learning from the lesson
their summary for a summative assessment.
5. Turn in when completed
Closure: (revisit objective, IQs and make real world connections)
Gravity is the force that pulls objects to the center of the earth. It allows us to walk and run without floating
away. We learned that there is gravity acting in space, but there is a lack thereof. This lack of gravity results
in objects and astronauts being able to float and be weightless. There is a difference of gravity on earth and
in space which we investigated through our station activity. We also learned that there are modifications that
can be made to help astronauts handle the weightlessness and lack of gravity. We applied this knowledge to
our activity and we thought of modifications that could be made on one of the toys we experimented with.
As we continue through our daily routine, we should think about how gravity is playing a major role in our
life. When we complete simple tasks, think about how hard it would be to do without gravity. Remember,
gravity is a force that pulls us towards the center of the earth. It is the attraction between two objects. It is
the force that allows us to walk and run without floating away.
Concept Map Make sure you include a copy of your updated Concept Map.
Map has clearly defined lesson flow that addresses desired learning outcomes.
Evidence that feedback was used to edit and improve the lesson.
SOA Make suggested edits to build a better lesson.
Evidence that feedback was used to edit and improve the lesson.
Before I created my lesson plan rough draft and final draft, I made a few edits to my SOA assignment and
concept map. These changes helped me correctly draft my ideas into the lesson plan template and then to the
final draft. The evidence that these changes were made were provided in the rough draft submission.
Best Practices List the Best Teaching Practices you will use. List the section, how the practices will
be used and the purpose.
Best Practices Listed along with section (engage, explore etc.)
How the practice will be used and the purpose of.
Proximity Engage, Explore, Elaborate
This best practice will be used to keep the students on-task and for me to listen to student understanding.
After I ask a question, I will walk around the classroom to make sure that students are discussing the
appropriate question. I will also listen to their conversations so I can have a better understanding of their
prior knowledge about gravity. During the group activities, it will be very important for me to walk around
to each group. By moving around to each group, I can make sure that every group is on-task and knows
what is expected of them.
Flexible Grouping Explore, Elaborate
During the activities, I will allow the students to work with their table groups. This grouping system allows
the students to work and engage with their peers. In my opinion, when students are able to work with their
peers it makes the lesson more meaningful.
Think-Pair-Share Engage
When I ask a question, I want the students to discuss with their partner before they share to the whole class.
This strategy allows every student to be engaged with the question, even if they dont want to share with the

whole class. By talking with a peer, they are able to share their thoughts and ideas about the question. It also
allows the students to think deeply about the question and how they are going to answer it.
Trade Book Explain, Elaborate
By incorporating a trade book, it provides another source for the students to learn about gravity. It also
builds more student engagement in the lesson. This trade book provides great information about how
astronauts deal with the lack of gravity in space. It lists their strategies on how they modify everyday objects
so that they can work more efficiently. This information can give students an understanding of the
importance of gravity and can build their knowledge on how they can modify their own toy so that it can
work in space.