ࡱ> ?A>5@ 0bjbj22 $.XXb b b b $ 4z >,0npppppp$iRtb bb b  nbn:,D j*6)b R0 l0: /BX/DDj/TH"jHHH^  ^ GRAVITY Name: Cori Sterling Date: 7/21/10 Grade Level: 3 1. Purpose (State Core): Standard 4: Students will understand that objects near Earth are pulled toward Earth by gravity. Objective 1: Demonstrate that gravity is a force. Objective 2: Describe the effects of gravity on the motion of an object. Vocabulary Focus: distance, force, gravity, weight, motion, speed, direction, simple machine Content goal: Students will be able to understand that force is required to overcome gravity and that heavier objects require more force than lighter ones. They will demonstrate and analyze the effect of gravity on several objects by dropping them off a chair and recording the time it takes for the objects to hit the floor. This will be done in small groups. They will ask and answer questions about gravity by forming a hypothesis and collecting data.2. Essential Questions: *How do the weight and size of an object affect the strength of the force of gravity on that object? Will larger objects fall more quickly or more slowly than smaller objects? Will heavier objects fall more quickly or more slowly than smaller objects? Do you think there will be a difference? If so, why? Explain your hypothesis. 3. Activity: Each partner will be given a paper with the essential questions, vocabulary, and a list of the materials needed. They will first formulate and record a hypothesis of which objects will fall the quickest, listing them in order from the shortest time to the ground to the longest time to the ground. They will then test their hypothesis by dropping the objects from a constant height (determined by a yard stick or measuring tape on the wall) and recording the amount of time it takes for the object to hit the ground from the time it is dropped. Students are expected to make a chart of their findings and present the chart to the class. Materials: Measuring tapes, yard sticks, or lines drawn on the wall Stop watch for each small group Flat piece of paper, balled up piece of paper, tennis ball, penny, marble, marshmallow, and other random objects Science notebook for recording Large sheet of paper and markers for presenting4. Student Engagement (5 min): I will start off by asking the class what gravity is, and finding out what they already know about gravity. The same would be done for weight, force, distance, speed, etc to make sure students are aware of the terms used in the lesson. I will ask them the question and demonstrate how they might assess the speed of a falling object. Explore (35 min): Students will work together in their groups to answer the question, as well as any other questions they may have. They will put together a visual demonstration of their findings. Explain/ Summarize (15 min): Groups will present their posters to the class, and debrief. Attention will be paid to similarities and differences, and students will discuss why the objects fall at different rates. Extend/Apply (next lesson- approx. 45 min): The next lesson will cover Standard 3, and go more in depth on force, looking at what happens to objects of the same weights or various weights colliding. Examples used will be, car crashes, clacker toys, and wind. We will look at how force affects the movement of objects. 5. Assessment: Much of my assessment for this activity will be through observation. I will walk around to groups, seeing how they are working together, if they are engaged, and if they need assistance. Another assessment piece will be the visuals at the end, because I can see what steps they took to reach their conclusion, and whether or not they understand the concepts. Individuals will also be asked to write a paper on gravity and force and how they are related at the end of the unit.  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