lesson 3.2 guide...lesson overview • like other forces, gravity acts between two objects. • when...

Lesson 3.2Reading About Gravity

Balancing ForcesLesson Guides

Lesson 3.2

© The Regents of the University of California

1

Students investigate more about how gravity makes objects fall, particularly whether gravity acts between two objects,as touching forces and magnetic forces do. Students return to Handbook of Forces and read with this purpose in mind.Through a class discussion, a demonstration of a weight stretching a rubber band, and revisiting the Class Data Table,the class concludes that gravity is a pull that acts between two objects. The class concludes that when they observeevidence of gravity, Earth is one of the two objects involved. Partners then choose their own purposes for reading byrereading the section in the book about gravity. The purpose of this lesson is to establish key ideas about gravity andEarth that students will use in upcoming lessons.

Anchor phenomenon:Anchor phenomenon: The floating train rises, floats above the track, then later falls back to the track.EEvvereryydaday phenomenon:y phenomenon: A ball drops falls if you drop it.

StudentStudents les learn:arn:

Lesson Overview

• Like other forces, gravity acts between two objects.

• When we observe evidence of gravity, Earth is one of the two objects involved.

• Scientists often reread a text with a new purpose in mind.

• There are often many good options when setting a purpose for reading.

Lesson 3.2Balancing Forces

Lesson Guides


2

Students return to the unit’s reference book, Handbook of Forces, to find out more about how

gravity makes objects fall, with a focus on whether gravity acts between two objects.

Instructional Guide1. Intr1. Introducoduce the lee the lesssson and ron and reevieview the Inw the Invveesstigtigation Qation Queuesstion.tion. Read aloud the Investigation Question, What makes anobject fall?

2. R2. Reintreintroducoduce the re the reeffererencence book,e book, Handbook oHandbook of Ff Fororcceess.. Remind students that this is a reference book with informationabout many kinds of forces. Also remind them that scientists look for specific topics in reference books rather thanreading them straight through.

33. R. Reevieview lew learning about the farning about the fororcce that ce that causausees fs falling.alling. Call on volunteers to share what the class has discovered so farabout the investigation question. [Gravity is a force that makes things fall; you can feel evidence of gravity when youhold something heavy; you can see evidence of the force of gravity when something starts falling.]

44. R. Rececorord a purpod a purposse fe for ror reeading.ading.

In the “Reading” column of the Setting a Purpose for Investigating and Reading chart, write “Find out if gravity also actsbetween two objects.”

55. R. Reeffer ter to Po Partner Rartner Reeading Guidelineading Guideliness.. Review these if necessary.

66. P. Prroject and introject and introducoduce the note the notebook pebook pagagee.. Select the correct page in the table of contents. Have students turn to page30, Reading About Gravity: Two Objects?, in their notebooks. Let students know that once they finish reading andmarking evidence that helps with the reading purpose, they should complete this notebook page.

77. Dis. Distributtribute booke books and ss and stickticky noty noteess.. Distribute 1 copy of Handbook of Forces and 10 sticky notes to each pair ofstudents.

1READING

Revisiting Handbook ofForces

2 3

Revisiting Handbook of Forces20

MIN

We will read to find out more about gravity. I have a question about gravity, based on a pattern I noticed withother forces. Other forces we have investigated act between two objects. I wonder if gravity does too. If so, whatis the other object besides the falling object?

Lesson 3.2Activity 1



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88. U. Usse the te the table oable of cf contontentents ts to loco locatate the “e the “GrGraavitvityy” s” section.ection. Have students turn to the table of contents and locate thesection of the text about gravity. [Page 10.]

99. P. Partnerartners rs reead and mark ead and mark evidencvidencee.. Have students read pages 10–13 and mark evidence in the text with sticky notes.

1100. Student. Students writs write about the ee about the evidencvidence thee they fy found.ound. Remind students to record in their notebooks the evidence theyfound in the text.

Teacher SupportInstructional Suggestion

PPrrooviding Morviding More Ee Experiencxperience: Te: Todaodayy’’s Ds Daily Waily Writtritten Ren ReflectioneflectionWe saw evidence that gravity could make an object start moving. Do you think gravity could also make an object STOPmoving? Why or why not? Don’t worry if you aren’t sure of your answer. This prompt (on page 29 in the InvestigationNotebook) invites students to consider a key idea they learned about forces (that starting or stopping motion isevidence of a force) to the new context of the force of gravity. It is also an opportunity for students to consider thecrosscutting concept of Stability and Change. Students may not be very sure of their answer, since the class has notconsidered this kind of evidence about gravity but their thinking should be productive even if they draw incorrectconclusions.

Background

LitLitereracacy Noty Note: About Te: About Teext Fxt FeeaturatureessText features are the elements of a text that are used to organize information and highlight important ideas. Textfeatures include headings, tables of contents, bold print, illustrations, captions, graphs, etc. Learning to use thesefeatures is a strategy that students can employ to locate and make sense of information in nonfiction texts. In this unit,students learn to use the table of contents; in this lesson, students should be able to use the table of contentsindependently to locate the section of the book about gravity.

Possible Responses

What eWhat evidencvidence did ye did you find in the book that helpou find in the book that helps ys you ansou answwer this queer this quesstion: Dtion: Doeoes the fs the fororcce oe of grf graavitvity act bety act betwween teen twwooobjectobjects?s?Yes, gravity acts between two objects. The book says that Earth pulls on you. It says leaves fall because Earth pulls themdown, and this is gravity




11

Students return to Handbook of Forces. This time, they set their own purposesfor reading.

Instructional Guide1. E1. Explain that therxplain that there ce can be manan be many gy good purpoood purpossees fs for ror reeading the sading the same thing.ame thing. Explain that scientists often read the samething several times, with different purposes in mind each time. Let students know that partners will now get to choosetheir own purposes for rereading the section on gravity in Handbook of Forces.

2. R2. Reevisit the Grvisit the Graavitvity Anticipy Anticipatatorory Chart fy Chart for poor posssible purposible purposseess.. Direct students’ attention to this chart and ask them toreview it for possible purposes for reading about gravity. If necessary, suggest an idea or two yourself. Record students’ideas on the chart. [Find out about gravity and space. Find out if gravity can repel. Find out if gravity is always adownward force.]

33. P. Pairairs look thrs look through the “ough the “GrGraavitvityy” s” section oection off Handbook oHandbook of Ff Fororcceess ffor moror more idee ideasas.. Have students flip through pages10–13 to look at the heading, photographs, and illustrations to get more ideas. Remind students to mark their evidencewith sticky notes. Take more suggestions and add them to the Gravity Anticipatory Chart.

44. P. Partnerartners choos choosse and re and rececorord their purpod their purpossees fs for ror reeading.ading. Have students turn to page 31, Reading About Gravity: MyPurpose for Reading, in their notebooks. Have partners discuss and agree on a purpose for reading and record it in theirnotebooks.

55. P. Partnerartners rs remoemovve se stickticky noty notees frs from the book.om the book. Explain that partners will now look for and mark evidence related totheir new purposes for reading. Before they do so, have students remove the sticky notes from their first read.

66. P. Partnerartners rs reead pad pagagees 1s 10–0–113 ag3 again with their neain with their new purpow purposseess.. Remind students to mark evidence with sticky notes.

77. O. On-the-Fly An-the-Fly Asssseesssment: Asment: Add tdd to Gro Graavitvity Anticipy Anticipatatorory Charty Chart.. When students have finished reading, get their attentionand focus on the chart.

1 2

3READING

Reading with a NewPurpose

Reading with a New Purpose20

MIN

• NeNew idew ideasas.. Ask volunteers to share any new ideas and record them in the “What we think we know about gravity”column.




15

88. C. Conclude the leonclude the lesssson.on. Explain that in future lessons, students will add to the Gravity Anticipatory Chart as they learnmore about gravity.

Embedded Formative Assessment

Teacher SupportRationale

PPedagedagogicogical Goal Goal: Ral: Reeasasons fons for Studentor Students Ss Setting Their Oetting Their Own Pwn Purpourpossees fs for Ror ReeadingadingStudents have had several opportunities to apply the strategy of reading with a particular purpose in mind. Up to now,the process of setting a purpose for reading has been teacher-led. In order for students to continue to develop andintegrate this strategy, we recommend giving them this opportunity for more ownership in setting a purpose for theirreading. Though there may be several possible options from which to choose, it is important for both students within apartnership to decide on a single purpose. Reading for two different purposes simultaneously would detract from thatpeer support and could be unnecessarily confusing as well.

• AnsAnswwerered queed quesstionstions.. Ask volunteers to point out any questions in the “Questions we have about gravity” columnof the chart for which they found answers. Make check marks next to these questions.

• NeNew quew quesstionstions.. Ask if anyone has a new question to add to the “Questions we have about gravity” column.

OOn-the-Fly An-the-Fly Asssseesssment 1sment 10: R0: Reevisiting the Grvisiting the Graavitvity Anticipy Anticipatatorory Charty Chart

LLook fook for:or: As students add new ideas and questions and answer and correct old questions and initial ideas, you will get asense of the class’s learning progress. Before recording something new on the chart, ask to see who else in the classmight also think that. Although this is a class chart, it can’t reflect what every student thinks and wonders. However, it isworthwhile to make an effort to ensure that the chart reflects more than one student’s ideas. Listen for students tomention the ideas they have been learning over the last couple of lessons. Also listen for new ideas that are partial orincorrect and make note of ideas already on the chart that need revising or further fleshing out.

NoNow what?w what? If the chart does not yet have ideas that represent what the lessons have addressed, consider revisitingsome of those ideas. A good way to help students’ understanding evolve to become more accurate is to face off anaccurate idea with an alternate conception about that same idea. Project a pair of statements and ask questions suchas:

Help the class come to agreement.

• Which statement is more true?

• How do you know that?

• What evidence do you have?

• How could you convince someone else that it is true (or false)?




16

Rationale

DisDisccouroursse Re Routine: The Groutine: The Graavitvity Anticipy Anticipatatorory Charty ChartThe Gravity Anticipatory Chart helps students access prior knowledge and serves as a bank of students' questions.Revisiting the chart helps students recognize all they’re learning as well as synthesize new information with what theyknew at the start of the unit. It is also a chance for them to engage in the important science practice of askingquestions.

Background

SScienccience Note Note: About Gre: About Graavitvity and Spy and SpacaceeStudents are generally curious about the topic of gravity in outer space and often believe there is none. Since gravity isan attraction between every two objects, it acts everywhere, including in outer space and on other planets and moons.The force of gravity decreases with distance between objects, so if an object were far out in outer space, far from anylarge object such as a star or planet, there would be little gravity exerted on that object. The strength of the force ofgravity depends on the masses of the objects involved. On the surface of planets and moons that are smaller thanEarth, the force of gravity is less than on Earth, but the force of gravity is still exerted there.

Possible Responses

Answers will vary.

RReeading purpoading purposse:e:Is there gravity in space?

What did yWhat did you find out about you find out about your rour reeading purpoading purposse?e?Earth exerts a force of gravity on the Moon and keeps it from floating away.




17

30

Name: _______________________________________ Date: ________________

Reading About Gravity: Two Objects?

What evidence did you find in the book that helps you answer this question: Does the force of gravity act between two objects?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Make a drawing if it helps you explain the evidence you found.

Balancing Forces—Lesson 3.2© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

Students return to the unit’s reference book, Handbook of Forces, to find outmore about how gravity makes objects fall, with a focus on whether gravity actsbetween two objects.

Instructional Guide1. Intr1. Introducoduce the lee the lesssson and ron and reevieview the Inw the Invveesstigtigation Qation Queuesstion.tion. Read aloud the Investigation Question, What makes anobject fall?

2. R2. Reintreintroducoduce the re the reeffererencence book,e book, Handbook oHandbook of Ff Fororcceess.. Remind students that this is a reference book with informationabout many kinds of forces. Also remind them that scientists look for specific topics in reference books rather thanreading them straight through.

33. R. Reevieview lew learning about the farning about the fororcce that ce that causausees fs falling.alling. Call on volunteers to share what the class has discovered so farabout the investigation question. [Gravity is a force that makes things fall; you can feel evidence of gravity when youhold something heavy; you can see evidence of the force of gravity when something starts falling.]

44. R. Rececorord a purpod a purposse fe for ror reeading.ading.

In the “Reading” column of the Setting a Purpose for Investigating and Reading chart, write “Find out if gravity also actsbetween two objects.”

55. R. Reeffer ter to Po Partner Rartner Reeading Guidelineading Guideliness.. Review these if necessary.

66. P. Prroject and introject and introducoduce the note the notebook pebook pagagee.. Select the correct page in the table of contents. Have students turn to page30, Reading About Gravity: Two Objects?, in their notebooks. Let students know that once they finish reading andmarking evidence that helps with the reading purpose, they should complete this notebook page.

1READING

Revisiting Handbook ofForces

2 3

Revisiting Handbook of Forces20

MIN

Leeremos para averiguar más sobre la gravedad. Tengo una pregunta sobre la gravedad, basada en un patrónque noté con otras fuerzas. Otras fuerzas que hemos investigado actúan entre dos objetos. Me pregunto si lagravedad también actúa entre dos objetos. Si es así, ¿cuál es el otro objeto aparte del objeto que cae?




10

77. Dis. Distributtribute booke books and ss and stickticky noty noteess.. Distribute 1 copy of Handbook of Forces and 10 sticky notes to each pair ofstudents.

88. U. Usse the te the table oable of cf contontentents ts to loco locatate the “e the “GrGraavitvityy” s” section.ection. Have students turn to the table of contents and locate thesection of the text about gravity. [.]

99. P. Partnerartners rs reead and mark ead and mark evidencvidencee.. Have students read pages 10–13 and mark evidence in the text with sticky notes.

1100. Student. Students writs write about the ee about the evidencvidence thee they fy found.ound. Remind students to record in their notebooks the evidence theyfound in the text.

Teacher SupportInstructional Suggestion

PPrrooviding Morviding More Ee Experiencxperience: Te: Todaodayy’’s Ds Daily Waily Writtritten Ren ReflectioneflectionWe saw evidence that gravity could make an object start moving. Do you think gravity could also make an object STOPmoving? Why or why not? Don’t worry if you aren’t sure of your answer. This prompt (on page 29 in the InvestigationNotebook) invites students to consider a key idea they learned about forces (that starting or stopping motion isevidence of a force) to the new context of the force of gravity. It is also an opportunity for students to consider thecrosscutting concept of Stability and Change. Students may not be very sure of their answer, since the class has notconsidered this kind of evidence about gravity but their thinking should be productive even if they draw incorrectconclusions.

Background

LitLitereracacy Noty Note: About Te: About Teext Fxt FeeaturatureessText features are the elements of a text that are used to organize information and highlight important ideas. Textfeatures include headings, tables of contents, bold print, illustrations, captions, graphs, etc. Learning to use thesefeatures is a strategy that students can employ to locate and make sense of information in nonfiction texts. In this unit,students learn to use the table of contents; in this lesson, students should be able to use the table of contentsindependently to locate the section of the book about gravity.

Possible Responses

What eWhat evidencvidence did ye did you find in the book that helpou find in the book that helps ys you ansou answwer this queer this quesstion: Dtion: Doeoes the fs the fororcce oe of grf graavitvity act bety act betwween teen twwooobjectobjects?s?Yes, gravity acts between two objects. The book says that Earth pulls on you. It says leaves fall because Earth pulls themdown, and this is gravity




11

Students return to Handbook of Forces. This time, they set their own purposesfor reading.

Instructional Guide1. E1. Explain that therxplain that there ce can be manan be many gy good purpoood purpossees fs for ror reeading the sading the same thing.ame thing. Explain that scientists often read the samething several times, with different purposes in mind each time. Let students know that partners will now get to choosetheir own purposes for rereading the section on gravity in Handbook of Forces.

2. R2. Reevisit the Grvisit the Graavitvity Anticipy Anticipatatorory Chart fy Chart for poor posssible purposible purposseess.. Direct students’ attention to this chart and ask them toreview it for possible purposes for reading about gravity. If necessary, suggest an idea or two yourself. Record students’ideas on the chart. [Find out about gravity and space. Find out if gravity can repel. Find out if gravity is always adownward force.]

33. P. Pairairs look thrs look through the “ough the “GrGraavitvityy” s” section oection off Handbook oHandbook of Ff Fororcceess ffor moror more idee ideasas.. Have students flip through pages10–13 to look at the heading, photographs, and illustrations to get more ideas. Remind students to mark their evidencewith sticky notes. Take more suggestions and add them to the Gravity Anticipatory Chart.

44. P. Partnerartners choos choosse and re and rececorord their purpod their purpossees fs for ror reeading.ading. Have students turn to page 31, Reading About Gravity: MyPurpose for Reading, in their notebooks. Have partners discuss and agree on a purpose for reading and record it in theirnotebooks.

55. P. Partnerartners rs remoemovve se stickticky noty notees frs from the book.om the book. Explain that partners will now look for and mark evidence related totheir new purposes for reading. Before they do so, have students remove the sticky notes from their first read.

66. P. Partnerartners rs reead pad pagagees 1s 10–0–113 ag3 again with their neain with their new purpow purposseess.. Remind students to mark evidence with sticky notes.

77. O. On-the-Fly An-the-Fly Asssseesssment: Asment: Add tdd to Gro Graavitvity Anticipy Anticipatatorory Charty Chart.. When students have finished reading, get their attentionand focus on the chart.

1 2

3READING

Reading with a NewPurpose

Reading with a New Purpose20

MIN

• NeNew idew ideasas.. Ask volunteers to share any new ideas and record them in the “What we think we know about gravity”column.




15

88. C. Conclude the leonclude the lesssson.on. Explain that in future lessons, students will add to the Gravity Anticipatory Chart as they learnmore about gravity.

Embedded Formative Assessment

Teacher SupportRationale

PPedagedagogicogical Goal Goal: Ral: Reeasasons fons for Studentor Students Ss Setting Their Oetting Their Own Pwn Purpourpossees fs for Ror ReeadingadingStudents have had several opportunities to apply the strategy of reading with a particular purpose in mind. Up to now,the process of setting a purpose for reading has been teacher-led. In order for students to continue to develop andintegrate this strategy, we recommend giving them this opportunity for more ownership in setting a purpose for theirreading. Though there may be several possible options from which to choose, it is important for both students within apartnership to decide on a single purpose. Reading for two different purposes simultaneously would detract from thatpeer support and could be unnecessarily confusing as well.

• AnsAnswwerered queed quesstionstions.. Ask volunteers to point out any questions in the “Questions we have about gravity” columnof the chart for which they found answers. Make check marks next to these questions.

• NeNew quew quesstionstions.. Ask if anyone has a new question to add to the “Questions we have about gravity” column.

OOn-the-Fly An-the-Fly Asssseesssment 1sment 10: R0: Reevisiting the Grvisiting the Graavitvity Anticipy Anticipatatorory Charty Chart

LLook fook for:or: As students add new ideas and questions and answer and correct old questions and initial ideas, you will get asense of the class’s learning progress. Before recording something new on the chart, ask to see who else in the classmight also think that. Although this is a class chart, it can’t reflect what every student thinks and wonders. However, it isworthwhile to make an effort to ensure that the chart reflects more than one student’s ideas. Listen for students tomention the ideas they have been learning over the last couple of lessons. Also listen for new ideas that are partial orincorrect and make note of ideas already on the chart that need revising or further fleshing out.

NoNow what?w what? If the chart does not yet have ideas that represent what the lessons have addressed, consider revisitingsome of those ideas. A good way to help students’ understanding evolve to become more accurate is to face off anaccurate idea with an alternate conception about that same idea. Project a pair of statements and ask questions suchas:

Help the class come to agreement.

• Which statement is more true?

• How do you know that?

• What evidence do you have?

• How could you convince someone else that it is true (or false)?




16

Rationale

DisDisccouroursse Re Routine: The Groutine: The Graavitvity Anticipy Anticipatatorory Charty ChartThe Gravity Anticipatory Chart helps students access prior knowledge and serves as a bank of students' questions.Revisiting the chart helps students recognize all they’re learning as well as synthesize new information with what theyknew at the start of the unit. It is also a chance for them to engage in the important science practice of askingquestions.

Background

SScienccience Note Note: About Gre: About Graavitvity and Spy and SpacaceeStudents are generally curious about the topic of gravity in outer space and often believe there is none. Since gravity isan attraction between every two objects, it acts everywhere, including in outer space and on other planets and moons.The force of gravity decreases with distance between objects, so if an object were far out in outer space, far from anylarge object such as a star or planet, there would be little gravity exerted on that object. The strength of the force ofgravity depends on the masses of the objects involved. On the surface of planets and moons that are smaller thanEarth, the force of gravity is less than on Earth, but the force of gravity is still exerted there.

Possible Responses

Answers will vary.

RReeading purpoading purposse:e:Is there gravity in space?

What did yWhat did you find out about you find out about your rour reeading purpoading purposse?e?Earth exerts a force of gravity on the Moon and keeps it from floating away.




17

30

Nombre: ______________________________________ Fecha: _______________

© 2018 The Regents of the University of California. All rights reserved.

Equilibrar las fuerzas—Lección 3.2

Leer acerca de la gravedad: ¿dos objetos?

Anota qué evidencia encontraste en el libro que te ayude a responder esta pregunta: ¿La fuerza de gravedad actúa entre dos objetos?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Haz un dibujo si te ayuda a explicar la evidencia que encontraste.

lesson 3.2 guide...lesson overview • like other forces, gravity acts between two objects. • when...

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