USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science

2nd

Group
Size:17

Name:
Date of Lesson: ----------

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Science Content Standard:

SC.2.P.13.3 (Content)
Recognize that objects are pulled toward the ground unless something holds them
up.
SC.2.N.1.1 (NOS)
Raise questions about the natural world, investigate them in teams through free
exploration and systematic observations, and generate appropriate explanations
based on those explorations.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Essential question:

MW: What one piece will

students walk away with
understanding after engaging
in this lesson?

Gravity is an invisible force that pulls objects down through air, liquids, and
gas. Gravity does not touch objects instead it exacts a type of force
Process skills/science practices:
Students will be observing, inferring, and communicating in this lesson. Students
will be able to observe each demonstration and infer what is happening in each
demonstration. Students will also communicate with partners about possible
answers to hot questions.
Nature of Science:

What is gravity?
How are objects affected by gravity?
Science concept:
Gravity is a pulling force. Gravity pulls objects toward the center of the
Earth.

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

Group
Size:17

Name:
Date of Lesson: ----------

Science explains and predicts: explanations through demonstrations.

Science is a complex social activity: students talk with partners using accountable
talk.
Objectives- What are you
teaching?
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
(Within grade level AND K5 education)
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

I am teaching this lesson because students will be able to recognize what

holds them in place on Earth and that there are different properties of
matter. Learning about gravity is an important topic that will lead future
discussions in science.

I am teaching it this way because students will be able to experience

gravity through hands on interaction. Students may have a difficult time
understanding the concept of gravity through worksheets and textbook
definitions, so letting them visualize what gravity does will give them a
better understanding of the concept.

Its important for students to learn about gravity because it directly relates
to why we dont float away into space and why objects fall toward the
ground.

Students will have been introduced to pushes and pulls. Students will
eventually need to have an understanding of what a push and pull is and
how it affects different objects. This would lead into learning about a
different kind of pulling force.

Students learn how to change the motion of an object, so the next step is
learning about different forces that affect the motion of objects

Students will also continue to investigate forces like gravity throughout their
elementary career. For example students will revisit gravity in 5th grade and
build on their knowledge.
The Formal Assessments

Evaluation Plan- How will

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
EACH phase of the lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons? Be sure
to include a scoring guide.

Group
Size:17

Name:
Date of Lesson: ----------

Informal: Questions throughout the reading and participation during the

demonstrations.

Formal: Exit ticket and fact web on gravity (envelope sticky note); Elena is
holding a ball in her hand. Write words to describe what will happen to the
ball when Elena lets go of it.

Engage: A question will be asked to see what students know or can find in
common with the PowerPoint pictures.

Explore: Questions will be asked during the demonstration to understand

what students are grasping.

Explain: After explaining more about gravity and the direction it pulls,
students will be doing the Earth and arrow demonstration together on the
carpet.

Extend: Questions will be asked during the cup and ball demonstration to
see if students are understanding what gravity is and how it affects
objects.

Evaluation: Students will be sharing facts they learned about gravity and
completing an exit ticket.

The summative Assessment:

The Science Olympic and chapter test are the formative assessments that
students will participate in and use knowledge gained from this lesson and
lessons to come based on my internship placement this semester. Students will
need to apply what they know about gravity to answer various multiple choice
and short answer response questions.

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

What Content Knowledge

is necessary for a teacher
to teach this material?
Be sure to cite all
resources you used to
learn the content

Group
Size:17

Name:
Date of Lesson: ----------

I will know that students have mastered the content based on their results on the
formative assessment planned for the following day. Student will participate in
Plicker questions.
Teachers need to know the definition of gravity and how it directly impacts life on
earth. Teachers need to know the different properties of matter and what happens
to objects when gravity pulls them through the different properties. Teachers also
need to be prepared to answer questions that may come up like Why do birds
stay in the sky? or Why do planes stay in the sky? Teachers need to understand
that gravity is an invisible force that pulls. It does not touch objects or push them.
They also need to know that down is toward the center of the Earth no matter
where you are located on Earth.
Forces of Attraction
Gravity or gravitational forces are forces of attraction. We're not talking about
finding someone really cute and adorable. It's like the Earth pulling on you and
keeping you on the ground. That pull is gravity at work.
Every object in the universe that has mass exerts a gravitational pull, or force,
on every other mass. The size of the pull depends on the masses of the objects.
You exert a gravitational force on the people around you, but that force isn't very
strong, since people aren't very massive. When you look at really large masses,
like the Earth and Moon, the gravitational pull becomes very impressive. The
gravitational force between the Earth and the molecules of gas in the atmosphere
is strong enough to hold the atmosphere close to our surface. Smaller planets,
that have less mass, may not be able to hold an atmosphere.
Studios, A. R. (n.d.). Forces of Attraction. Retrieved November 18, 2016,
from http://www.physics4kids.com/files/motion_gravity.html

Because of gravity, if you drop something, it falls down, instead of up. Well, everybody kno
does this really mean? What is gravity?

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?

Group
Size:17

Name:
Date of Lesson: ----------

Gravity has played a big part in making the universe the way it is. Gravity is what makes p
clump together into planets, moons, and stars. Gravity is what makes the planets orbit the
orbits our star, the Sun. Gravity is what makes the stars clump together in huge, swirling g
What is Gravity Really? (n.d.). Retrieved November 18, 2016, from
http://spaceplace.nasa.gov/what-is-gravity/en/
Students should have reviewed forces and motion by this point, so gravity
has been vaguely introduced.

The intro of the lesson allows students to recall information about gravity
from the past lesson. My learners are always asking questions, so this will
ensure that students are activating prior knowledge and making
connections throughout the lesson.

Students have learned about push and pull forces, so they are ready to
learn about a different force and will be able to explain and make real life
connections with this force.

I have done an investigation on gravity with the students, so they should

have a basic understanding of gravity and how it affects objects around
them.
Possible misconceptions:
Students might not comprehend that down in regards to gravity means the
center of the Earth. Some students may believe that objects can fall
sideways or up, but gravity is affecting the falling object. When placing the
arrow for which way Scooby and Shaggy will be pulled may result in
misconceptions about the arrow facing up when the image is placed at the
bottom side of the Earth cut out even though the arrow is actually pointing
at the center of the Earth.
There is no gravity outside of Earth.
Gravity does not affect objects in water.
Gravity underwater will make you drown if you are not swimming

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

Group
Size:17

Name:
Date of Lesson: ----------

Common misconceptions include:

gravity is related to movement, proximity to Earth, or magnetic fields
the Moon has no gravity
planets with thin atmospheres have little gravity
planets distant from the Sun have less gravity
gravity is stronger between the most distant objects
space shuttle astronauts are weightless because there is no gravity above
earth

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

GravityMisconceptions. (n.d.). Retrieved November 18, 2016, from

http://www.lpi.usra.edu/education/pre_service_edu/GravityMisconception
s.shtml
Lesson Implementation
You will utilize the 5E teaching model for this lesson. Below, write out the purpose
for each phase of the 5E model.
Engaging prior knowledge and reviewing terms and concepts will be first.
Students will then learn through various demonstrations and information from the
reading. The teacher-directed instruction will be a mixture of demonstrations,
questions, and explanations. Students will go through the introduction in their
seats. The rest of the lesson will take place in the carpet area.
Engage: Prior knowledge and reviewing terms and concepts will be first
(PowerPoint slide show).
Explore: Teacher will be the facilitator of the demonstrations as students answer
hot questions.
Explain: Students will be able to talk with their partner about possible answers
and explanations.
Extend: Accomplished through more demonstrations that students can apply
new information to.
Evaluation: Accomplished through hot questions throughout the lesson.
NOS: The nature of science principles that will be addressed include science

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

Group
Size:17

Name:
Date of Lesson: ----------

explains and predicts. Students will be able to explain how gravity affects objects
through the sticky note exit question. Science is a social activity will be addressed
as students communicate with each other during turn and talk.
Process Skills: Students will be using the process skills of observing,
communicating, and predicting throughout the lesson. Student will have multiple
chances to observe different demonstrations of gravity affecting various objects.
Students will also have multiple chances to communicate with their partner and
predict how gravity will or is affecting an object.
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Teacher
and
Students

Engage (5 Min):
Review Rules (2 Min)
What should you do if you want to answer or ask a question? (Raise
your hand).
If (student) has the ball, who should be talking? (Student name) What
should the rest of you be doing? (Listening).
What should you do after responding to an attention grabber? (Sit in
the ready to learn position). Try attention grabber. Model learning
position.

7 Min
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each

15
Min

PowerPoint Slide Show (3 Min) Attached to the lesson plan

Assessment: Questions
Teacher: Going through slideshow
Students: Looking and thinking about the pictures that are being shown.
Analyze each picture as I switch through them and determine what fact they all
share. Show images from slide show (5).
Talk with your partner about what fact all the pictures share.

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Teacher
and
Students

Group
Size:17

Name:
Date of Lesson: ----------

What do these picture have in common? (something is falling in

each picture).
What do you think is causing these things to fall? Gravity may not
be mentioned. Lead students into what cases these items to fall
during the exploration of gravity.
Move to carpet area
Explore (15 Min):
Explain objective
Assessment: Questions
Teacher: Reading new information and posing questions
Students: Actively listening and answering questions

5 Min

*Refer to falling objects from the PowerPoint before reading:

Teacher reads first paragraph about gravity from science textbook (teacher
edition):
Gravity is a pulling force. Earths gravity pulls things toward the
center of the Earth. Gravity pulled these objects down to the ground without
touching them.
Paperclip Rod Demonstration (teacher demonstrates)
Gravity pulls things toward the center of the earth. Take these paperclips for
example (teacher will be holding the wooden stick with paperclips attached
with yarn):

5 Min

Which way are they pointing? (Down)

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

Group
Size:17

Name:
Date of Lesson: ----------

Now watch as I tilt the rod

Which way are they pointing now? (Down)
No matter which way I tilt this rod; gravity will always pull them down toward
the center of the earth.
Explain and Extend:
Assessment: Questions and Earth and Arrow demonstration
Teacher: Asking questions and leading demonstration
Students: Actively listening and taking part in Earth and Arrow
demonstration
Earth and Arrow Demonstration
Have students take turns placing the arrow in the correct direction of gravitys
pull as teacher changes the position of Scooby and Shaggy on the Earth.
- Which way will gravity pull Scooby and shaggy when they are standing on
different sides of the earth.

5 Min
Mostly
Students

3 Min
Students

*Ask students if they believe that objects always fall to the ground (turn and
talk to partner)
Next paragraph (Teachers edition science textbook)
Gravity pulls objects down unless something holds them up. This girl
lifts a basket of apples. Her lift keeps the basket of apples from falling to the
ground.
Is gravity pulling on these apples? (Yes)
Why dont the apples fall to the ground though? (The basket is holding
the apple and the girl is lifting the basket) Talk with your partner.
So, we can conclude that gravity pulls things to the ground unless something
holds them up.
Cup and Ball Demonstration
Students will be able to observe how gravity affects objects.
Ball #1: no string attached

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

Group
Size:17

Name:
Date of Lesson: ----------

Ball #2: string attached (will be used to clarify if students do not understand
that gravity is pulling on the first ball)
Take this ball for example; gravity is pulling on this object. Pose these
questions to the students:
Can you see gravity? (No) Is gravity touching the ball? (No) How do
you know?
Have students turn and talk to their partner about their observations and
answers.
Share as a class
Students will be able to see how gravity affects objects even when they are
being held up.
Cup #1: Students will observe a ball inside a clear plastic cup
Cup #2: Students will then observe a ball with a string attached inside a clear
plastic cup with a hole at the bottom for the string to go through.
How about the ball in the cup? (Student)
Is gravity pulling on this object? (Yes) Why isnt it falling? (The cup is
holding the ball)
*Ask students if they think gravity can pull objects through things like water
or a table (turn and talk to partner)
Last 2 paragraphs: Teacher reads-science textbook
Gravity pulls on objects through air. These leaves fall to the ground.
Gravity pulls them down through the air. Gravity also pulls on objects through
liquid. This anchor is pulled down through the water to the oceans floor.
Gravity pulls on objects through solids. A solid can keep an object
from falling to the ground. Gravity pulls this plant toward the ground, but the
solid table holds it up.
Questions asked to the class as a whole based on pictures in the science
textbook (big book edition):

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

Group
Size:17

Name:
Date of Lesson: ----------

What makes the leaves fall in this picture? (Gravity).

What makes the anchor sink in the water? (Gravity).
What makes this potted plant stay on the table? (Gravity).
*Students will be using this new knowledge to create a gravity web in their
science journals.
Evaluation (5 Min): including all hot questions throughout lesson
Assessment: Gravity fact web in science journals
Teacher: Giving directions for final task and asking questions. The
teacher will also be handing out sticky notes after the fact web.
Students: Drawing a fact web in their science journal. Filling out web on
their own and then sharing as a class. Students will also take part in the
exit ticket activity
Gravity fact web
We predicted what might happen to object that fall and observed how gravity
affects different objects. Now we are going to create a fact web on gravity
using what we learned in the lesson and what we communicated to our
partners.
Facts:
Gravity is a pulling force. (beginning of lesson)
Pulls things to the center of the Earth. (Earth arrow demonstration)
Gravity is invisible. (ball demonstration)
Gravity does not touch objects. (text information)
Gravity pulls down objects unless something holds them up. (cup and
ball demonstration)
Gravity pulls objects through gas, liquids, and solids. (text information)
Exit Ticket
Pass out Sticky Note and post this question to the students:
Elena is holding a ball in her hand. Write words to describe what will happen
to the ball when Elena lets go of it.
Collect sticky notes
What will you do if

a student struggles with the content?

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

Group
Size:17

Name:
Date of Lesson: ----------

If students struggle with the content, more examples of gravity will be provided.
Individual students will be addressed and guidance provided as necessary. The
exit ticket will also help me determine which students need more help
understanding the concept of gravity.
What will you do if

a student masters the content quickly?

If a student masters content quickly, then they will be asked to think deeper
about gravity and apply their understanding of gravity through the exit ticket.
Students may also be encouraged to think about situations that defy the
definition of gravity and determine why it might go against gravity.
Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?

There are many students that are interested about different topics in science.
They just completed general instruction about forces and motion, so its only
natural that they have questions about the new type of force presented to them.
Some students may come from non-supportive backgrounds, so it is important to
develop a sense of community and belonging in your classroom. I believe that
each lesson taught should give students a chance to talk with their peers.
If applicable, how does this lesson connect to/reflect the local community?

This lesson is whole group discussion oriented, which reflects how my

collaborating teacher introduces science lessons. Gravity also directly affects
humans and the things around us.
It is important for students to understand that they have the ability to succeed.
According to Hammrich, female interest in science has declined and how different
experiences inside and outside of school contribute to this decline (Hammrich,
1997). I believe that it is important to encourage each student to pursue their
goals despite stereotypes that are placed in the community.
Article: Yes, Daughter, You Can by Penny L. Hammrich
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

Group
Size:17

Name:
Date of Lesson: ----------

They will be asked to think deeper about gravity and apply their understanding of
gravity through the exit ticket. Students may also be encouraged to think about
situations that defy the definition of gravity and determine why it might go
against gravity.
How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed)
(What students need specific
accommodation?
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Pictures on the PowerPoint will be provided for those who need additional support.
Students will also participate in demonstrations throughout the lesson that will
provide them with a better understanding of the concepts presented.
R. S. > ELL/ESOL > This student will be provided pictures of gravity affecting the
world around us. Some words and concepts like gravity may need to be translated
in Spanish for this student to follow along and feel included in the lesson.
PowerPoint Slideshow: This is the best tool to present images to the class as a whole.
Big Book: This book is printed on large material for carpet readings. This makes things more
interesting than reading straight from the textbook.
Science Journals: This is where students will make their gravity fact web.
Paperclip and Rod, Earth and arrow cut outs, and cup and ball: These items show that gravity
pulls down unless something is holding the object. These are demonstrations that will allow students to
visualize the concept of gravity.
Teacher Knowledge: GravityMisconceptions. (n.d.). Retrieved November 18, 2016,
from
http://www.lpi.usra.edu/education/pre_service_edu/GravityMisconception
s.shtml
Teacher Edition Textbook:

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

Materials:
PPT Screenshots

Group
Size:17

Name:
Date of Lesson: ----------

USF Elementary Education Lesson Plan Template

Grade Level Being Taught: Subject/Content: Science
2nd

Group
Size:17

Name:
Date of Lesson: ----------