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Gravity powerpoint PPT.ppt
- 2. Lesson Topic I discussed with the class what a force was and what effect gravity had on objects. I asked the students whether certain objects would fall faster than others, and we made predictions on the board. We dropped different balls to test their theories. Students tried their own experiments by dropping objects and observing the results. We then discussed the rate at which objects fall and the effect of air resistance on them. We discussed the effects, or lack of effects, of different materials, shapes, sizes, and weights on gravity’s pull. Students finished by writing two things they learned about gravity and drawing pictures of two items being effected by gravity.
- 3. State Standards Life Science: Motion and Forces Students shall demonstrate and apply knowledge of motion and forces using appropriate safety procedures, equipment, and technology. Communicate observations orally, in writing, and in graphic organizers: • T-charts • pictographs • Venn diagrams • bar graphs Develop questions that guide scientific inquiry Conduct scientific investigations individually and in teams: • lab activities • field studies Collect measurable empirical evidence in teams and as individuals
- 4. Make predictions in teams and as individuals based upon empirical evidence Use age appropriate equipment and tools in scientific investigations (e.g., balances, hand lenses, rulers, and thermometers) Apply lab safety rules as they relate to specific science lab activities (see Arkansas Lab Safety Guide) Classify objects based on two or more properties Investigate the effect of physical phenomena on various materials (e.g., heat absorption by different colored materials) Investigate the relationship between force and motion
- 5. Objects Prediction What actually happened? Big Plastic Ball & Small Gold Ball Small Gold Ball Same Time Cork Ball & Heavy Gray Ball Heavy Gray Ball Same Time Pencil & Book Book Same Time Flat Paper & Book Book Book Wadded Paper & Flat Paper Wadded Paper Wadded Paper Recording Observations: Which will hit the ground first?
- 6. Initial Ideas I elicited initial ideas from students by asking if anyone knew what a force was. They were eager to tell me all they knew. I then asked if anyone knew what Gravity was. They were informed that we were going to learn how fast objects fell when compared to each other. I took out different shapes, sizes, and materials of balls and asked the students which they thought would hit the ground first. We tested and discussed their reasoning and answers.
- 7. Experiment Students were told to do two of the experiments from the chart on the board. They got into groups and took turns dropping objects while other groups watched which object hit the ground first. They test a book verses a pencil and a flat piece of paper verses a book. They dropped the objects repeatedly until most agreed on what they saw.
- 8. Summarizing Questions Students were led through discussion to summarize the results of their experiment. I repeated what we had previously stated about gravity, and then went through the list of objects to discuss what they thought would hit the ground first and what actually happened. I asked them questions as to why things reached the ground at the same time or why an object reached it first. We finished by discussing air resistance when I asked them why a wadded up piece of paper would hit the ground before a flat one.
- 10. Conclusion This was a great teaching experience that went really well. I loved how excited the children were to learn about science and to experiment with objects. They were very involved in discussion, and I loved how comfortable I felt in front of them when implimenting the lesson. I beleive the students understood the message I was trying to get across, and they seemed to enjoy themselved immensley. This showed during the time they were drawing their gravity pictures and explaining them to me.