Gravity and Motion

Teacher Note: As you develop your lesson plan, think about… Does the lesson give students opportunities to contribute their prior knowledge about their identity, culture, and/or their experiences with the topic?

Culturally Responsive Teaching Culturally Responsive Teaching (CRT) Lesson Plan Questions As teachers plan their lessons, include the 3 questions below related to Culturally Responsive Teaching (Awareness) to reflect on prior to instruction with students starting this school year.

In what ways does this lesson give students opportunities to contribute their prior knowledge about their identity, culture and/or their experiences with the topic?

As you are developing this lesson, what content or concepts might trigger you or don’t align with your personal beliefs?

What are you going to do to ensure that these triggers don’t result in an amygdala hijack for yourself and your students? (An “amygdala hijack” is an emotional response that is immediate, overwhelming, and out of measure with the actual stimulus because it has triggered a much more significant emotional threat.)

LESSON PLAN # 1 TEACHER NOTE: Lesson plans can be downloaded to your computer to make modifications according to your student population and instructional needs. To make lesson plan modifications, strategies, resources, and activities are available in your grade-level curriculum documents.

A reminder that the lesson plans' suggested number of days'' are approximate. The timeframe for the lesson will depend upon your science instructional schedule. Please modify the lesson plan according to your schedule and student population. Student Learner Profile Icons Throughout this lesson, you will find icons in various sections that correspond to the different phases of the 5E Model and align with the PGCPS Student Learner Profile. Click the link below for a detailed description of each icon.

PGCPS Student Learner Profile and Instructional Framework

Communicator Critical Thinker Creator & Innovator Goal-Directed Learner Global Citizen

TEACHER INSTRUCTIONS ON HOW TO INTRODUCE THE PHENOMENON To introduce this module, show the image or video: Anchor Phenomenon: Shadows of Children Holding Hands The Anchoring Phenomenon is used to introduce the Storyline.

LESSON PHENOMENON The investigative phenomenon for this lesson: Girl on Bike Falling Over Gravity caused this girl to fall off her bike. Can gravity help us, as well as harm us? Lesson Overview: Students will learn how gravity affects the movement of objects and holds the solar system together.

LESSON OBJECTIVE Students who demonstrate understanding can: Support and argument that gravitational forces exerted by Earth on objects is directed down. Develop models that describe patterns in objects experiencing gravitational force in small scales, such as falling while skating, and large scales such as planets orbiting the Sun. Plan and conduct an investigation to produce data to serve as the basis for evidence of the effects of gravity and air resistance on different objects, using fair tests in which variables are controlled and the number of trials is considered. MATERIALS/RESOURCES NEEDED TEACHER NOTE: Each activity that is listed below has been retrieved from the Discovery Education Techbook as aligned to this specific unit and concept . Your science instructional time will determine how many activities you can compete for the specific “E”. Please review activities prior to implementation to make decisions according to your student population and science instructional schedule. For example, check the timing for the activity because some activities are only 10 minutes.

List of Materials for Investigations (TEACHER NOTE: Materials kits are available at your school. To see the specific aligned materials for the activities are available in Discovery Education Techbook for your grade level.)

Grade 5 DE Techbook Kits Content Lists and Photos

Engage (Wonder) Activity 1: Effects of Gravity Activity : Gravity ELD Support: Gravity Sentence Frames Explore (Learn) Activity 6: Magnets and Kicking Forces ELD Support: Venn Diagram Activity 7: Tobogganing andx Earth and Moon Activity 10: Hands on Investigation: What Does Down Mean? ( Investigation) Explain (Learn) Activity 14: Gravity Activity 15: Astronauts Floating in Space

Elaborate (Share) Gravity Pulls Things Down

Evaluate (Share) Activity 17: Gravity Near Earth ( Formative Assessment) NEXT GENERATION SCIENCE STANDARDS PERFORMANCE EXPECTATION 5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes a specified criteria for success or constraint on materials, time, or cost.

3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how much each is likely to meet the criteria and constraints of the problem. THIS LESSON PLAN IS ALIGNED TO THE SPECIFIC NGSS EVIDENCE STATEMENT: 5-PS2-1 1 Supported claim a. Students identify a given claim to be supported about a phenomenon. The claim includes the idea that the gravitational force exerted by Earth on objects is directed down toward the center of Earth.

2 Identifying scientific evidence a. Students identify and describe* the given evidence, data, and/or models that support the claim, including: ii. That objects dropped appear to fall straight down

3 Reasoning and synthesis a. Students use reasoning to connect the relevant and appropriate evidence to support the claim with argumentation. ii. Since an object that is initially stationary when held moves downward when it is released, there must be a force (gravity) acting on the object that pulls the object to the center of the Earth.

3-5-ETS1-1 1 Identifying the problem to be solved. a. Students use given scientific information and information about a situation or phenomenon to define a simple design problem that includes responding to a need or want.

3-5-ETS1-2 1 Using scientific knowledge to generate design solutions a. Students use grade-appropriate information from research about a given problem, including the causes and effects of the problem and relevant scientific information. b. Students generate at least two possible solutions to the problem based on scientific information and understanding of the problem. SEPs Throughout this lesson, students are expected to engage in the Science and Engineering Practices listed below Disciplinary Core Ideas (DCIs) These are the core areas: Earth and Space Science (ESS), Life Science(LS) and Physical Science (PS) CCCs Throughout this lesson, students are expected to engage in the Crosscutting Concepts listed below Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Support an argument with evidence, data, or a model.

Developing and Using Models A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. PS2.B: Types of Interactions The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. Cause and Effect: Cause and effect relationships are routinely identified and used to explain change.

Energy and Matter Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior. CROSS-CURRICULAR CONNECTIONS ELA/Literacy RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-PS2-1) RI5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5.PS2-1) W.5.1 Write opinion piece on topics or texts, supporting a point of view with reasons and information. Click Here to Access: Recommended Questioning Stems and Sentence Starters (These Question Stems/Sentence Starters should be posted in your classroom for the entirety of the year and can be used to guide students in generating their own questions/sentences.) Framework for Teaching (Fft):3b. Using Questioning and DiscussionTechniques Prompts for Integrating Crosscutting Concepts (CCCs) Crosscutting Concepts (CCCs) Prompts This document includes a set of prompts intended to help elicit student understanding of crosscutting concepts in the context of investigating phenomena or solving problems.

Each set of prompts are aligned to the specific crosscutting concept (Patterns; Cause and Effect; Scale, Proportion and Quantity; Systems and Systems Models; Energy and Matter: Flows, Cycles, and Conservation; Structure and Function; and Stability and Change.

These prompts should not be used in isolation. The prompts can be open-ended or turned into multiple-choice questions.

LESSON PLAN # 1 TEACHER NOTE: Lesson plans can be downloaded to your computer to make modifications according to your student population and instructional needs.

A reminder that the lesson plans' suggested number of days'' are approximate. The timeframe for the lesson will depend upon your science instructional schedule. Please modify the lesson plan according to your schedule and student population. ENGAGEMENT (WONDER) (20 min): Activities capture the students’ attention, connect their thinking to the situation, and help them access prior and current knowledge. Students may experience a new phenomenon or reflect on the anchoring phenomenon. This section mentally engages the students with an activity, a picture/video, or a question. Engagement activities help students to make connections with what they know and can do.

Introductory Summary: In this engagement, students will observe how gravity acts on different objects and in different situations. Even those objects that may not be touching anything.

Teacher Notes/Directions: Students may struggle with the idea of what “down” is and how to explain their thinking of down. Allow the students to give examples and record them on chart paper. Post the chart paper to add their new thinking as they learn the concept.

Activity 1: Effects of Gravity- In this activity, students will use observations that gravity pulls on bike riders as well as moons and planets to begin organizing ideas about gravity being an attractive force that pulls on everything and that operates between objects that may not be touching.

Say: The direction “down” is how a weighted string hangs when it is suspended in mid air. Because gravity pulls the weight toward the center of Earth, the string will be pointing in the direction down.

You may want to tie a rock to the end of a string and demonstrate this concept.If you do this then Say: Now let me demonstrate with this rock and string.

Activity 2: Gravity- In this activity, students observe images, identify the cause of motion in the images, and connect their observations to explanations for other phenomena as they begin to develop a conceptual model of gravity.

To prompt students to consider gravity as a force, show/display the following images to students: Girl on Bike Falling Over and Gravity, Friction, and Energy at Work. These are also on pages 10-11 in their textbooks Have students think-pair-share about what the two images have in common. Direct student comments to the cause of motion in the images. Ask: What are the causes of motion in the images? With their partners, have students identify other phenomena that arise due to the force of gravity. (Some examples to consider can be a range of scale of phenomena, from dust settling on floors, to trees falling over, to the moon revolving around Earth.) It is a good idea to have a globe available in case students bring up Earth in connection with the force of gravity. This model Earth will be useful at several points in this unit.

ELD Support: Gravity Sentence Frames EXPLORATION (LEARN) (50 min): Activities allow students to investigate initial ideas and solutions in meaningful contexts. Students work independently or with others to explore ideas through hands-on activities. Under the guidance of the teacher, students clarify their own understanding of major concepts and skills.

Introductory Summary: In this exploration, students will explore the force of gravity. They will learn that there is a relationship between gravity and motion.

Teacher Notes/Directions: Show students the two images: A Kick is a Force and Magnets. Pair students and instruct them to observe and describe in detail the action that results in motion in each image. They should consider that the forces in the two images differ in where contact between two objects is necessary for the motion of one object. Have students create a Venn diagram to compare and contrast the two forces: the two magnets near each other and the foot kicking the soccer ball. Use the Venn diagram video to support students with using the strategy to support learning. Review the directions on using the Venn diagram. Teacher support for Venn diagram use.

Then, you can bring the class together to share and discuss some of the pairs’ conversations and diagrams with the entire class. As students discuss, circulate among them, listening for questions and disagreements to share with the class.

Activity 6: Magnets and Kicking Forces- In this activity, students observe two images to gather evidence about the cause-and-effect relationship between force and motion. Then, they compare and contrast the two forces and construct explanations about how they differ.

Activity 7: Tobogganing and Earth and Moon In this activity, students apply the cause-and-effect relationship between gravity and motion as they construct explanations for the movement of a boy sledding down a hill and the moon’s orbit around Earth. Show the following two images to students: Boy Tobogganing and Earth and Moon. This is also found on page 20 in the Science textbook.

Ask: Why is the boy on the sled sliding down the hill? The force of gravity is pulling the sled down the hill. After allowing time for students to discuss with a partner their reasoning, ask students to rank their confidence in their explanations by holding up a number (1–5) using their hand. A 5 means they are 100 percent confident and have evidence to support their explanations. Solicit responses from a variety of confidence levels.

Ask: Would he slide down the hill if there were no gravity? No, because gravity is the downward force that causes the motion. Have students view the image and discuss the reason the moon revolves around Earth.

Ask: What keeps the moon in orbit around Earth? The force of gravity Again, ask students to rank their confidence in their response. Most likely, students will have more experience with gravity on Earth (sliding down a hill or playground slide) and will be more confident in their first response. After students have considered both images and attributed both actions to the force of gravity, help students conceptualize that gravity is an interaction between two objects. In this case, Earth is interacting with (pulling on) the boy on the toboggan and, as a result, he moves down the hill. Likewise, Earth is interacting with (pulling on) the moon, keeping it in orbit around Earth. Both phenomena (the effect) occur because of the force of gravity (the cause). Students will further investigate the force of gravity between the moon and Earth system in the additional concepts of this unit.

Activity 10: Hands on Investigation: What Does Down Mean? In this activity, students will carry out an investigation to gather evidence about the cause-and-effect relationship between gravity and motion, including analysis and interpretation of data about the direction of the force of gravity. Discuss safety rules before beginning this investigation. Prepare materials for the investigation prior to beginning. Includes a teacher DE video and a pdf of teacher instructions.View the teacher video before you gather the materials for the investigation.

ELD Support: Venn Diagram EXPLANATION: (LEARN) (20 min): Students develop an explanation for the concept and practices. Teachers’ descriptions and definitions help clarify and modify students’ understanding of the lesson. Students explain their understanding of the concepts and processes they are learning. Teachers clarify students’ understanding and introduce new concepts and skills.

Introductory Summary: In this explanation, students will write a summary using evidence from text and what they’ve learned so far.

Teacher Notes/Directions: Students can work with a partner or in a group to do a shared reading of the text. Have them use a highlighter to assist with identifying statements that will help them write a summary.

Activity 14: Gravity- In this activity, students read text and identify statements that they can support with evidence, and then communicate their findings in small groups and with the class.

You can provide each student with a Main Idea Web to summarize what they have learned about gravity in the Hands-On Investigation.This Web is also located on page 34 of the textbook. Say: Read the section of text that describes gravity. Underline any statements in the text that you can support with evidence from your Main Idea Web. Say: In small groups, share and discuss your webs. .Ask: Each group should elect one member to summarize the consensus of the group with the class. If students missed any of the main ideas, be sure to point them out and tell students to add them to their web.

Activity 15: Astronauts Floating in Space In this activity, students ask questions to guide their investigation of how astronauts seem to float inside a spacecraft, and then construct explanations for how gravity causes this motion and use a model to demonstrate their understanding. For Activity 15: First have the students view the image Dr. Mae Jemison Floating in Spacelab. Then have the students think-pair-share to discuss why astronauts appear to float inside a spacecraft. Ask for volunteers to share their explanations. Then have the students work in small groups to use classroom materials to model why astronauts appear to float inside a spacecraft. You can use a shoebox without a top and a toy person or toy car could be used to represent the spacecraft and astronaut. Demonstrate how the toy appears to be weightless when the toy and box always move together and in sync. Have students generate questions they could investigate to collect evidence on how astronauts seem to float inside a spacecraft. Students should then read the text that describes the effects of gravity on astronauts in space and the sun’s gravitational force on the planets. Emphasize that the force of gravity still acts within a spacecraft, although with less strength due to its distance from Earth. Clear up any Misconceptions such as: Students may think that there is no gravity in space or that astronauts in orbit around Earth are weightless. In fact, the force of gravity acts between all objects in the universe. Astronauts in orbit are not weightless. The sensation of weightlessness occurs because the astronauts are in constant free fall. They never hit the ground because their orbital speed matches the rate of fall, which causes them to stay in orbit. The orbiting astronauts still have weight because they remain within Earth’s gravitational field. ELABORATION (SHARE) (20 min): Activities provide students with opportunities to expand and apply their understanding of the concepts within the new context and situations. Students apply their new knowledge in new situations and contexts. This is an opportunity for students to assess their own knowledge, skills, and abilities, and teachers to evaluate students’ progress.

Introductory Summary: In this elaboration, students will read a Generation genius article about the forces that act upon the earth and the things around it.

Teacher Notes/Directions: This article is available to download to a pdf. Select Reading Material and you can download this article and use the questions at the end of the various reading materials. Gravity Pulls Things Down

Share this article with your students.. Gravity Pulls Things Down Have the students read the article and complete questions that you selected. You can pull out the questions to give to the students to answer with a partner. The answers are included in this link. Remove the answers before giving to the students. Then have your students turn and talk with a partner about what they learned and how they answered the questions. EVALUATION (SHARE) (20 min): Students analyze their understanding of the concepts, and teachers have the opportunity to assess student learning. Students assess their own knowledge, skills, and abilities. These lessons allow teachers to evaluate students’ progress.

Introductory Summary: In this evaluation, students will identify the direction of the pull of gravity.

Teacher Notes/Directions: After students have completed the activity, invite them to share examples from their journals of the evidence they used to support their arguments.
Use the SOS strategy Talking Sticks to help students engage in argument with each other about the information in the item. SOS Strategy Watch the teacher DE video 4:00 minutes which will demonstrate how to use this strategy. Make your talking sticks in advance. . Activity 17: Gravity Near Earth In this activity, students complete a formative assessment in which they construct an explanation for the observed effects of Earth’s gravity and use evidence to support their argument.

In Activity 17 - Gravity, students will demonstrate how to support an argument about gravity with evidence. For example, students may argue that they know that astronauts in the space station are in freefall because they appear to be floating. You can place students in groups of three and provide printouts of each image for each group.You can also use the textbook page 39 so the students can view all three pictures and tell the students to write their evidence for all three. Say: You have 2 minutes without talking to annotate the image with a piece of evidence to support the claim. After 2 minutes, you should pass the sheet to the next student in your group. Say: You will repeat this for 2–3 rounds. Say: After you finish the round, review the evidence. Say: Now you will answer the item individually in your notebooks or on a separate sheet of paper.

Teachers, If you cannot print the pages, you can also use the textbook page 39 or the online version of Activity 17 so the students can view all three pictures at once. Tell the students to write their evidence for all three. Give the students 6 minutes to complete. Then use the SOS Strategy to help students engage with each other about the information. Independent Work for Students: Gravity In this activity students will look at gravity. Think about it, try throwing a ball up in the air. No matter how high it goes, it always falls back on Earth. Why does this happen? Earth’s gravity pulls the ball back towards it. Let’s explore gravity. Modifications and Accommodations: These resources linked below contain pertinent information for making modifications and accommodations to specific student populations. Get Venn-y With It Instructions Get Venny-y With It graphic organizer ESOL Strategies for Science Instruction 6 Key Strategies Supporting ELs (Presentation) 6 Key Strategies Supporting ELs (Google Site) Talented and Gifted Students Special Education Instructional Planning Considerations: Specially Designed Instruction (SDI)