What Makes Things Fall?

Overview

In this first lesson of the eight-part “Gravity and Motion” unit, students investigate what happens when objects are released from the same height. They use observations, measurements, and an initial model to develop the claim that Earth’s gravity is a force directed downward toward Earth.

Learning intentions

Students will be able to:

• Describe what happens when an object is released.
• Identify evidence that Earth pulls objects downward.
• Use the terms force, gravity, motion, evidence, and direction correctly.
• Record measurements and observations in a clear table.
• Create an initial model showing the direction of gravity.

Success criteria

• I can make a careful prediction and observation.
• I can explain that gravity is a force that pulls objects toward Earth.
• I can record an object’s height, motion, and landing location.
• I can draw a model and support my claim with evidence.

Curriculum links

• NGSS: Students develop and use a model to describe the interaction of gravity between Earth and an object.
• Mathematical Practice: Students make sense of quantities, choose appropriate tools, model a real-world situation, and justify conclusions with evidence.
• Measurement and Data: Students measure length using appropriate tools and units and record measurements accurately.
• Science and engineering practice: Students plan observations, identify patterns, and construct an evidence-based explanation.

Lesson structure (55 minutes)

1. 0–7 min · Engage and predict. Open with the hook and prediction slides showing a basketball dropping, a playground jump, a falling raindrop, a vehicle stopping, and an astronaut in space. Ask, “What do these examples have in common?” and “What makes objects move toward Earth?” Students complete a quick prediction poll by showing thumbs up, sideways, or down and write or discuss one prediction: “When an object is released, it will ______ because ______.”

2. 7–15 min · Build shared language. Use the vocabulary and force-direction slides to introduce force as a push or pull, gravity as a force that pulls objects toward Earth, motion as a change in position, evidence as observations or measurements that support an idea, and direction as the path something points or moves toward. Demonstrate releasing a foam ball without throwing it. Students act out “push,” “pull,” “motion,” and “downward,” then draw a quick arrow showing the direction they think gravity pulls.

3. 15–20 min · Set up a fair test. Display the investigation question and procedure slides: “What happens when different objects are released from the same height?” Model measuring from the bottom of the object to the floor with a ruler or meterstick. Explain that teams of five will use lightweight objects, release only on the teacher’s signal, and observe without throwing. Students examine the gravity investigation recording sheet, assign roles—dropper, measurer, observer, recorder, and safety checker—and predict the motion and landing location for each object.

4. 20–35 min · Investigate and record evidence. Give each team a tray containing foam balls, paper balls, pencils, and blocks, plus a ruler or meterstick and goggles. Students measure and record the release height, object, motion, and landing location on the gravity investigation recording sheet. They test identical objects and different objects from the same height, repeating observations when safe and practical. The teacher circulates and asks, “What changed?” “What stayed the same?” “What did you observe rather than assume?” and “Which observation supports a downward pull?”

5. 35–47 min · Share and model. Bring students together using the evidence discussion and model-building slides. Teams share one observation and identify whether it was evidence. Discuss the pattern that released objects moved toward the ground, while emphasizing that falling does not mean gravity is the only force; air resistance and other forces can also affect motion. Students draw an initial model on the worksheet: an object above Earth, a downward arrow labeled “gravity,” and a sentence using the frame, “I observed ___, so I think gravity ___.” Ask, “Does gravity stop acting when an object is resting?” Guide students to conclude that gravity continues acting, while a support force balances it.

6. 47–55 min · Assess and close. Show the claim-evidence exit slides and invite two students to share models. Students complete the exit ticket on the gravity investigation recording sheet: “What is one observation showing that gravity acts downward?” They must include an observation from the investigation and the word gravity. Collect worksheets and use responses to plan the next lesson.

Resources

• the Gravity and Motion lesson deck
• the gravity investigation recording sheet
• Foam balls
• Paper balls
• Pencils and blocks
• Rulers or metersticks
• Trays
• Safety goggles
• Teacher timer and floor landing area

Assessment

• Listen to prediction explanations, vocabulary use, and student responses during questioning and team investigation.
• Check recording sheets for measured heights, descriptions of motion, landing locations, and an arrow directed toward Earth.
• Use the exit ticket to determine whether students can connect a specific observation with the claim that gravity acts downward.

Differentiation

• Provide illustrated vocabulary, word cards, and sentence frames such as “I observed ___, so I think gravity ___.”
• Allow students to record observations orally, dictate to a partner, draw instead of writing full sentences, or use a scribe or speech-to-text tool.
• Pair students strategically and give clearly defined team roles; provide a seated observation role or alternative access to the drop area for students with mobility or sensory needs.
• Challenge ready learners to identify variables that should be controlled in a fair test, such as release height, object starting position, surface, and whether the object is pushed.