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Science: Gravity (indirect forces)

Learning Area: Science Year Level: Year 4 Lesson #: 3
Duration of Lesson: Approximately 60 minutes Date: 4
th
September 2013
Teaching Approaches: Questioning and Guided Discovery.
Context: One student with behavioral difficulties, one student with learning difficulties and one student
who is gifted and talented.
Focus: Incorporating the use of Information and Communication technologies in the classroom to
effectively engage students with a range of diverse learning styles.

Year Level Statement Physical sciences:
The physical sciences sub-strand is concerned with understanding the nature of forces and motion, and
matter and energy. The two key concepts developed within this sub-strand are that: forces affect the
behaviour of objects; and that energy can be transferred and transformed from one form to another.
Through this sub-strand students gain an understanding of how an objects motion (direction, speed and
acceleration) is influenced by a range of contact and non-contact forces such as friction, magnetism,
gravity and electrostatic forces. They develop an understanding of the concept of energy and how energy
transfer is associated with phenomena involving motion, heat, sound, light and electricity. They appreciate
that concepts of force, motion, matter and energy apply to systems ranging in scale from atoms to the
universe itself.


Lesson Objectives:
By the end of this lesson, students will have met the required standards for the Australian Curriculum in
relation to the following content descriptors:
- Forces can be exerted by one object on another through direct contact or from a distance
(ACSSU076)
- Science involves making predictions and describing patterns and relationships (ACSHE061)
- With guidance, identify questions in familiar contexts that can be investigated scientifically and
predict what might happen based on prior knowledge (ACSIS064)
- Represent and communicate ideas and findings in a variety of ways such as diagrams, physical
representations and simple reports (ACSIS071)

Learning Outcomes:
By the end of this lesson, students will have the knowledge, skills and understanding to:
1. Identify forces that use indirect contact therefore acting at a distance
2. Explore the effect gravity has on objects or themselves
3. Reflect on gravity and the different ways they experience it in their lives
4. Contribute and cooperate effectively to a class discussion about gravity
5. Use oral and visual language to represent their understandings on gravity and other forces that
relate to it
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Resources:
- Whiteboard and whiteboard markers
- Interactive whiteboard and projector with teachers laptop attached
- Individual Laptops
- Balloons
- Word wall (Refer to appendix 1)
- Pencils and inquiry books
- Gravity around the world work sheet (Refer to appendix 2)
- Access to internet for video http://www.neok12.com/php/watch.php?v=x64676359061f6b43074555&t=Gravitation

Students prior knowledge:
- Students understand basic forces such as push and pull
- Students are aware that there are different types of forces; direct and indirect
- Students know that things that are not moving are called stationary and things that are moving
have momentum
- Student have explored that if you give something a small force it needs a small force to stop it
- Students have explored that if you give something a large force it needs a large force to stop it

Lesson Procedure: Motivation (10 minutes)
Classroom Arrangement: Students will be split up into groups for the game Off the ground. There will be
approximately 8 students per group. Groups are called red, blue and yellow according to colour of balloons.
- After being split up into these groups, students are to work together to keep the balloon moving by
hitting it up in the air and not letting it fall to the ground.
- Ask students to predict what might happen to the balloon if they dont keep it moving.
- Discuss what is happening to the balloon.
- To make the game a little more interesting, each team gets a tally for each time they let the balloon
drop to the ground. The team at the end with the least amount of tallys wins.
Questioning and Discussion Points:
What happened when somebody hit the balloon?
What happened when somebody did not hit the balloon?
Does the balloon float in the air or fall to the ground?
Why does this happen?

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Procedure: Approximately 40 minutes
Classroom Arrangement: Students are sitting at their desks. Groups are placed near each other so they are
able to participate in discussion.
- Engage the class with questions based on Off the Ground. Where does gravity come from? The
bigger an object is, and the closer you are to it, the stronger its gravitational pull is.
- Ask if they think other people around the world experience gravity like we do? Why?
- Introduce the work sheet Gravity around the world. Explain how to fill out the worksheet and give
them approximately 5 minutes to complete.
- Discuss why each person on each side of the earth has arrows pointing to the centre of the earth.
- Watch video called Understanding Gravity. Discuss the information presented in the video.
- Each group will answer one question from the questions provided below. Each individual will create
a Think Link using their question (Refer to Appendix 2 for example of Think Link).
Questioning and Discussion Points:
How do we know gravity exists? (Red group)
What effects of gravity can we see or experience? (Blue Group)
What might happen if there was no gravity? (Yellow Group)
- Ask four students from each group to share an idea that they have provided in their Think Link for
the other groups to listen to.
- Discuss as a class how gravity affects them. How is it used in your life?
- Instruct students to draw something from their life that has gravitational pull. They need to write a
caption to explain their diagram using correct terminology and arrows showing the force/s.
Examples: kicking soccer ball, swings, trampoline etc. (Depending on time management, all students need
to complete this for formative assessment. This can also be done as an extension activity.)
Questioning and Discussion Points:
What have you drawn? Why?
What do the arrows show?
Are the arrows showing the correct force?
Do you think your drawing is relevant to other peoples lives?
Do you think your caption clearly explains the force occurring?
What other ways do we experience gravity in our lives?

Conclusion 10 minutes
- Ask students to share one piece of information from each group that they found interesting
- Lead small discussion/reflection time on the lesson
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- Ask students to suggest any new words for the word wall
- Discuss with them what will be happening next lesson to promote curiosity
- Reflect with the class what we have learnt today
Questioning and Discussion Points:
Have we each learnt something new about gravity?
Do you think gravity is important?
What would life be like without gravity?
Is there something that you really want to know about gravity that we havent yet learned?
What is another type of non-direct force that we can explore next lesson? (Magnetism)

Differentiation of Learning:
- Grouping students with mixed ability levels allows them to guide each other and gain a positive
learning experience through the help of their peers; especially for students who may struggle
- Assessment task provides opportunity for collaboration amongst students whilst assessing their
individual knowledge and understanding through the Think Link.
- Introducing the lesson with a fast paced game allows students to be actively engaged with the
content of the lesson whilst providing a release of energy for them
- Balloon provides visual reinforcement of the concept of gravity
- Creating a Think Link on their laptops promotes learning through technology which is exciting and
engaging for all students. It is also essential in classrooms as it is a general capability in the
Australian Curriculum.

Assessment of Learning:
- Formative: students will be assessed on the Think Link that they create. This mind map allows
students to brainstorm and effectively show their understanding of gravity at this point.
- Summative: The aim of these lessons is for students to provide detailed demonstrations (diagrams)
which show the use of different forces ensuring correct use of terminology, labeling and arrows.
Teacher will also record students verbally explaining their diagram in order for them to justify their
demonstration, therefore explaining their understanding and knowledge of forces and how they
work.
Safety Considerations:
- Appropriate use of ICT especially with access to the internet
- Working and moving appropriately around the classroom
- Using equipment correctly and in a safe way
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Appendix 1:

Example of words on the word wall that the class created.


Forces
Word Wall:
Science
Friction
Gravity
Push
Pull
Energy