Outline for a Daily Lesson Plan

Date: 03/03/16
Learning Goal: I can tell that a gravity force is what pulls things down to the ground
NGSS Disciplinary Core Idea
Pushes and pulls can have different strengths and directions. (K- PS2-1),(K-PS2-2)
NGSS Science Practices
Planning and carrying out investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K2
builds on prior experiences and progresses to simple investigations, based on fair tests, which
provide data to support explanations or design solutions.
o

With guidance, plan and conduct an investigation in collaboration with peers. (K-PS2-1)

Analyzing and Interpreting Data

Analyzing data in K2 builds on prior experiences and progresses to collecting, recording, and
sharing observations.
o

Analyze data from tests of an object or tool to determine if it works as intended. (K-PS2-2)

+ Materials & supplies needed:

o I Fall Down by Vicki Cobb
o Gravity Video (https://www.youtube.com/watch?v=ljRlB6TuMOU)
o Objects for students to test out gravity force (washers, pennies marshmallow, crumbled
paper, marble, ramp, wooden blocks, etc.)
o T-Chart What I think I know and What I learned
*A picture book about gravity, a video about gravity and simple investigations are good
accommodation for ELL, higher needs and students with difficulty focusing because a picture
book and video provides visuals and make the concept of gravity more simple. Simple
investigations on gravity are hands-on. Thus, keep students engaged and make the concept less
abstract to students. They are also more engaged when I show them a video or read them a
book. Fidgety toys dont work with my students as they become too distracting.
Lesson Overview : In the beginning of the lesson, students will be asked, Why do you land on
the ground instead of floating off to the ceiling and into space?. Students will given time to think
before sharing out answers to the question. Their answers will be written in a T-Chart in the
What I think I know column. Then, I will show a short video that explains gravity force. After the
video I will ask students to share out things they have learned about gravity from the video. I will
record that in What I learned column on the same T-Chart. Next, I will read a story that teaches
about gravity (I Fall Down by Vicki Cobb). Students will then share out things they have learned

about gravity force from the book, which I will record in the What I learned column. Then,
students will get a chance to explore gravity force with different objects through a simple
investigation. I will also write down things students learned from the investigation. Next, I will
read a question I posted in the beginning of the lesson and have students think about it for a
couple minutes. Then, students will respond together as a class. As for the formative
assessment, I will have students complete an exit ticket in which they have to draw an arrow to
indicate which direction a jumping person will go after jumping up in the air. They have to also
indicate what kind of force pulls the person down by writing the word Gravity (spelling doesnt
count against students as long as it reads Gravity)
Academic, Social and
Procedures and approximate time allocated for each event
Linguistic Support during
each event
Introduction to the lesson
(___5-7__ minutes)
Behavior expectation
o Say, I need everyone to show me that youre ready
for science by sitting crisscross applesauce and put
your hands on your lap
Introduction
o Tell students to stand up and jump
o Tell students to sit down
o Introduce the question of the lesson
o Read to students, Why do you land on the ground
instead of floating off to the ceiling and into space?
o Give students sometime to think and have student
share
o Write down students responses into the T-Chart
(What I think I know and What I learned)
o Say, These are some great ideas! Thank you for
sharing them with me Fish Class. I am going to show
you a video then read you a story and we will do some
fun investigation. We will come back to this chart to
see if our ideas has changed and if we could add more
things on What I learned column.
OUTLINE of key events during the lesson
(_20-25__ minutes)
o Show the video - Gravity Video
(https://www.youtube.com/watch?v=ljRlB6TuMOU)
o Go back to the chart to see if students ideas in What I
think I know column have change. Then, add what
students have just learned from the video in What I
learned column
o Read a book - I Fall Down by Vicki Cobb
o Go back to the chart to see if students ideas in What I
think I know column have changed. Then, add what
students have just learned from the book in What I
learned column

Academic, social and

linguistic support: use TChart, video and story
(visuals and sound), handon investigation with
partners and whole group
makes concept less
abstract to students and
keep students more
engaged.

o Students participate in investigations to learn more about

gravity force (partners and whole group)
1. Dropping marshmallow
2. Dropping washers
3. Dropping pennies
4. Tossing crumbled paper up in the air to the left
and to the right
5. Tossing small wooden blocks up in the air to the
left and to the right
6. Letting go of marble down the ramp
o After investigation with each objects, I will ask students to
share their observation and I will record them on a paper

Academic support : handson investigation to make

concept of gravity less
abstract and easier to
understand real world
connection

*Depending on the time, students might not be able to do all the

investigations
o

Go back to the chart, refer to the observation students

made during the investigation- see if students ideas have
changed in What I think I know column. Then, add
things students have learned from their experience with
gravity on objects in What I learned column

Closing summary for the lesson

(___5-7__ minutes)
o
o
o
o

Go back to the question read it out loud to students

Ask students to think about the question as I read them
What I learned column
Read out What I learned column to students
Say, when I pull my hands out to you like this
(demonstrate to students), I want to hear everyone tell
me the answer
o If students say Gravity force ask students to
tell what does the gravity force do that make
them and things fall down.
Say, Nice job Fish Class!

Academic, Social, and

Linguistic support: Choral
response when answering
question

Exit Ticket (5 minutes)

o Students go to their table to complete the exit ticket
Transition to next learning activity
o Say, Lets look at our schedule so we know what is
next!

Assessment
o Students share what they learned after the video, story
and/or investigations
Students can answer the question - Why do you land on the

Academic, Social, and

Linguistic Support during
assessment
Video, story and hand-on

o
o

ground instead of floating off into the ceiling and into space?
Students can complete an exit ticket in which they have to draw
an arrow to indicate which direction a jumping person will go after
jumping up in the air
Students can state what force pulls a jumping person down
(spelling doesnt count against students as long as it reads
Gravity)

investigations

Name _________________________________________
_________________ pulls a girl down to the ground !