Any standard Claim-Evidence-Reasoning scoring guide would suffice. All of these address ideas from the DCI, Practice, and CCC (Gravity as a force, the proportional relationship between gravity, mass and distance). Monitoring Student Progress: The lesson incorporates probes, quick formative assessments, and optional summative assessments.
Overall the lesson is scientifically accurate, but may not feel super relevant to students - it is best used in conjunction with a lesson or lessons involving “real” familiar things, such as planets or falling objects. Ideas for differentiation are not included. Students have opportunities to explain ideas in written form, and orally in pairs, small groups, and with the whole class. The lesson does activate prior knowledge via a warmup and a probe, and revisits it at the close of the lesson. While the “stripped-down model” simulation makes it easy to see what the variables are and how they affect each other, this simulation will not feel real-world to students, due to the unmeasurably tiny forces involved and the setup of two people moving spheres on sticks. Instructional Supports: This lesson does address 3-dimensional learning.With supplementation from other lessons, its assessment can be used to address the whole of the Performance Indicator. Alignment to the Dimensions of the NGSS: This lesson incorporates a disciplinary core idea, practice, and cross-cutting concept.The purpose of the lesson is for students to discover that there is a proportional relationship that can describe the strength (magnitude) of gravity between two objects. This resource is explicitly designed to build towards this crosscutting concept.Ĭomments about Including the Crosscutting Concept But the number of moons depends on many things besides the mass of the planet.) (Note: one of the the Analysis questions on page 2 tries to get at the idea of large mass with a question about why bigger planets have more moons. that gravity will exist between ANY two objects. It may also be helpful to point out that there’s “nothing special” about the spheres - i.e. Asking or helping students to convert to scientific notation, or counting place values after the decimal, may be ways to do this. A teacher will need to point out, or have students determine, what those numbers are “really saying”. This resource appears to be designed to build towards this disciplinary core idea, though the resource developer has not explicitly stated so.Ĭomments about Including the Disciplinary Core Ideaīecause the lesson as written focuses on qualitative data and relationships, students might miss the fact that the forces between the two spheres are incredibly tiny, and just focus on whether the numbers are changing to get bigger or smaller.
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