Unit: Gravity & Orbital Motion Lesson: Mass & Weight Investigation

Date: Monday 2/27/2012

OBJECTIVE.
What will your students be able to do?

CONNECTION TO BIG IDEAS.

How does the objective connect to your big ideas for the course? What are your goals for the lesson, and unit?

State Standard #: #: 3: Earth Systems Sci. The solar system is comprised of various objects that orbit the Sun & are classified based on their characteristics. Science Objective: Investigate the relationship between the mass and weight of an object.

BIG IDEAS FOR UNIT: -Gravity governs orbital motion in the solar system, and keeps planets in orbit around the sun. -Any two objects, attract each other with a force called gravity. -Most objects in the solar system are in regular and predictable motion. -Unbalanced forces, including gravity, can change the speed and/or direction of an objects motion. KEY CONCEPTS FOR UNIT: -Gravity pulls all objects towards each other. BIG IDEAS FOR LESSON: -Mass and weight are related but not the same. KEY CONCEPTS FOR LESSON: -We will use the Univ. of COs PhET website and the interactive tools there to help students understand that we measure gravity using spring scales. -Students will understand that an objects mass determines its weight. -Weight is gravity dependent. The more gravity, the more something will weigh. -The mass always stays the same. ADDRESSING MISCONCEPTIONS: -mass and weight are not the same thing, and are measured differently.

Pre-planning: Setting Clear goals and directions

Language Objective: Students will write a one paragraph summary describing the two factors that

ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?

-Writing prompt from summarized notes -Science notebooks & filled in data tables -Questions from investigation activity

ESSENTIAL QUESTIONS?
What open-ended themes will your students be able to respond intelligently about? What three-five key points will you emphasize to ensure this?

-Why do mass and weight matter and how do they affect you? -How does the mass and weight of an object affect its motion? -How does orbital motion affect the way you live?

Lesso n Cycle

OPENING. (5 min.)
How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance? How will you communicate connections to previous lessons? How will you engage students and capture their interest?

MATERIALS.

Quick Discussion: Me: Hey ladies and gents, on Friday we did some reading and notes to find the two factors that keeps the planets in orbit around the sun. In a few min, we will write about this in a writing prompt, but before we do so, take 30 sec and write down what you found. Then talk with your tables. Using your notes, *I write in science notebook, under notes from Friday: Gravity: Inertia: *ok, so what are these? Students share out, and I record that they share. Writing Prompt: From class discussions and your notes, in one-well constructed paragraph, clearly describe the two factors that keep the planets in orbit around the sun. (5-10min) Go over agenda for the day and say Today were going to conduct an investigation that explores the relationship between the mass of an object and how this affects its weight. By the end of class today, Im going to call on a few people to tell the class what exactly the relationship is between mass and weight. You should have an answer ready by the end of class. We are doing this because its related to orbital motion and the reason why planets stay in orbit around the sun.

Science Notebooks Half sheets of paper Pencils

INTRODUCTION TO NEW MATERIAL (I Do).

What key points will you emphasize and reiterate? How will you ensure that students actively take part in the learning of this material? How will you vary your approach to make information accessible to all students? Which potential misunderstandings will you anticipate?

MATERIALS

Key Points & New Concepts: Mass vs. Weight (STC book, pg. 206-209) Weight: the measure of the force of gravity on an object. *measured using a spring scale. Mass: the stuff or matter inside an object. *measured using a balance. Stays the same, regardless of where it is. Activity: Students use netbooks & go onto the Univ. of CO PhET Website (Masses & Springs). They fill in their data table and answer questions based on what they found. Approach: Show website on screen to entire class. Show them how to pick up the weights and place them on the springs. Show them where to change the gravity settings per planets. *have netbooks laid out on the counter. Have students work in pairs. *walk around and help individuals. Potential Misunderstandings: how to use the website to fill in the data table.

GUIDED PRACTICE/Intro. to New Material (We Do). ( 5 min.)

How will you clearly state and model behavioral expectations for this task? How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercises from easy to hard? How will you monitor and correct student performance? How will you foster collaboration in the construction of knowledge?

MATERIALS

Set up notebooks: Title: #16 Mass & Weight Investigation Question: What is the relationship between mass & weight? Background: -Weight: the measure of the force of gravity on an object. *measured using a spring scale. -Mass: the stuff inside an object *measured using a balance. Stays the same, regardless of where (what planet) it is. *objects with the same mass will have the same weight.

Scissors Glue

In a few min. you will use the netbooks and go onto a website from CU that will help you figure out the relationship between mass and weight. This is the data table you will fill out as you go. Glue this into your notebook and fill it out. Data Table: (10 min) Planet Jupiter Moon Earth Planet X G=0 Mass 1 Mass 2 Mass 3 Spring Stretch

Approach: Show website on screen to entire class. Show them how to pick up the weights and place them on the springs. Show them where to change the gravity settings per planets. *have netbooks laid out on the counter. Have students work in pairs. *walk around and help individuals. You can pick the planet, and the gravity will change accordingly. Then hang each object on the springs. The spring will stretch accordingly the amount of gravity present from each planet. You have different objects, and 3 different springs, so make sure that you try different combinations and comparisons. After you are done with this, You will answer the following questions in your notebook. You have _____min for this. You should have your data tables filled in in _____min and be working on your questions in ______min. What is the spring measuring? *weight, or the pull of gravity on the object. How did the mass of the object affect the length of the spring? *see data table *the greater the mass, the greater the stretch of the spring. Which planet had the greatest spring stretch? Which planet has the least amount of spring stretch? Did you see any similarities or differences between the objects on the planets?

INDEPENDENT PRACTICE (You Do). (10-15 min.)

How will you clearly state and model behavioral expectations for the practice task? In what ways will students attempt to demonstrate independent mastery of the objective? How will you provide opportunities for extension and remediation?

MATERIALS

Mass & Weight Investigation using Netbooks (10min)

Netbooks (1 per pair of students)

http://phet.colorado.edu/sims/mass-spring-lab/massspring-lab_en.html
Answer Questions in notebooks. (5 min)

CLOSING. (10 min.)

How will students summarize what they learned? How will students be asked to state the significance of what they learned? How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective?

MATERIALS

-Review & go over questions as a class. Each table is responsible for answering one of them out loud to the rest of the class. Call on a few students to explain the relationship is between mass and weight. Ask WHY we conducted this investigation: its related to orbital motion! -Mass of an object affects its weight. Weight is measured according to gravity. Gravity of an object affects its motion or movement. Each planet has its own specific mass, therefore each planet will have its own specific gravity and this will affect its movement around the sun.

HOMEWORK (if appropriate). How will students practice what they learned? Reinforcement To be assigned on Tuesday 2/28/12

Reflections on Maximizing Student Academic Performance Academic Performance Level & Specific Students Focused On: High: Medium: ***ASK IAN ABOUT WHO I SHOULD FOCUS ON FOR THIS LESSON Low: Part 1: Before the lesson. Areas Focused on: -Comprehension of the relationship between mass and weight *through the use of netbooks, group discussions, filling in the data table & answering questions -Writing-in response to writing prompt. Goals: 1.What you hope the student to achieve/have the student learn: *mass & weight are related. -Gravity if a function of mass. The more mass, the more weight there is. Weight is gravity dependent. Each planet has their own mass, therefore gravity varies from planet to planet. The greater the gravity, the greater the weight. -Mass is the amount of matter or stuff inside an object. This stays the same regardless of where you are, it is not dependent on gravity. 2. What was done/what did (you) do: (how did you provide them with opportunities to do this.) -Group discussions -think/pair share -CO PHET website: Masses & Springs -activity related questions. Part 2: After the lesson Evidence: 1. How did things go? For my first two lessons, they went ok. I think I had too much instruction. I got tripped up and was unsure of myself. I had all the right pieces but not the right order, or presentation. I have to work on presentation. Ian says its almost like an act. Where you over emphasize certain things on purpose. I taught two lessons, and then he taught my lesson, which was cool and an interesting change. I got to school early today and was prepared. Ian said that having all the pieces is the first step, because from that, you can move things around to get them right. We had a conference with Jimmy today, and that went well. I finally feel like he cares about it. It felt good to hear him thank Ian for helping the lady. Or me. Im learning. I have great support. I have great people helping me through this. Im learning that I need to use everything and seek out everyone I can. This is not the type of job where you can sit back on the sidelines. This is not the type of job where some is going to be telling you what to do. This is not like grad school where you have time to do everything right. You learn what right and wrong are on a daily basis. Im learning that I need to learn what a teacher looks like, and more specifically, what I, as a teacher look like. I have to learn how to act. I have to learn how be a teacher. This is a noble art and profession, and while I dont know why other people teach, I have to learn and verbalize what it means for me. Ian is a masterful

teacher. I dont know how he got to where he is. What drives someone like him to be able to do what he does? I never appreciated all my teachers before. I honestly never really thought about them. I wonder if I should contacts some of my old teacher, esp M.S. science, to see where theyre at. Its interesting how I see or would explain something differently from Ian. I am beginning to understand that a lot of teaching, esp. in M.S. is about relationships. And just as there are many different kids, there are many different teachers. Just as students have favorite teachers, teachers have favorite students. Sometimes these connections are just made. Students like and work better with certain teachers than others. While Sue says that hooks are bad, I feel like they can be helpful to connect to students. I should ask Ian what he thinks about this. I dont know why, or how, or where I lost my clear focus to. Perhaps its in the everyday grind of figuring this thing out. I need to look for and find it, or else Im afraid Im going to loose my way. 2. How did they demonstrate learning/understanding? I had the kiddos write writing prompts today, and while the prompt changed after the 1 st and 2nd periods, the main idea was about the relationship between mass and weight. The prompt asked them to compare and contrast mass and weight, using supportive evidence from the lab. This turned into their ticket to leave, and the purpose and motivating for doing the lab. For the most part, the kids understood the concepts. Some kids did not. I think these would, if they had individual attention, and someone working with them, and guiding them along. They used online simulations to help them understand and manipulate the effects of gravity on objects with different masses. Some of them got it. Some of them didnt. How am I going to reach those who dont? I have an avg. of 25 kids in each class and I cant sit down and work with each one on an individual level. I would like to. But where I am now, I simply cant. Im learning what Im made of and really testing myself and pushing myself. I can do this. Im an athlete. I know how to work hard. And right now Im working harder than I can remember working in a long time. Agenda: ( 52 Minutes total) 1. Writing Prompt: from summary of notes from reading 2. Set up notebooks*Intro. to new material & background 3. Mass vs Weight activity *using netbooks and website 4. Wrap up What: What will they learn? The relationship between mass and weight. Why/Purpose: Why are they learning this/doing these activities?
Its related to orbital motion! Gravity and inertia work together to keep the planets in orbit around the sun. If we know that gravity is a function of mass and each planet has their own mass, then each planet will have their own specific motion around the sun.

How will you know they students have learned/assessment?

Through group discussions, filled in data tables & answered questions.

Key Information From Mass & Weight Investigation

-Mass and weight are related but not the same, and measured differently. Weight: the measure of the force of gravity on an object. *measured using a spring scale. Mass: the stuff or matter inside an object. *measured using a balance. -An objects mass determines its weight. -Weight is gravity dependent. The more gravity, the more something will weigh. -There are different gravities on different planets, therefore the weight of specific objects will change, while the mass will always remain the same, regardless of what planet. Real Life Example: You will weigh more on Earth than you will on the Moon, because there is more gravity on Earth. Your mass will be the same on Earth as it will be on the Moon.

QUESTIONS: What is the spring measuring?

How did the mass of the object affect the length of the spring?

Which planet had the greatest spring stretch?

Which planet has the least amount of spring stretch?

Did you see any similarities or differences between the objects on the planets?

Would an object weigh the same on Earth as it would on the Moon?

Would an object have the same mass on Earth as it would on the Moon?

How are mass and gravity related?

How are weight and gravity related?

Planet Jupiter Moon Earth Planet X G=0

Mass 1

Mass 2

Mass 3

Spring Stretch

Planet Jupiter Moon

Mass 1

Mass 2

Mass 3

Spring Stretch

Earth Planet X G=0 Planet Jupiter Moon Earth Planet X G=0 Planet Jupiter Moon Earth Planet X G=0 Mass 1 Mass 2 Mass 3 Spring Stretch Mass 1 Mass 2 Mass 3 Spring Stretch