Print Preview

LESSON AT A GLANCE
Subject(s):	Science

Grade/Level:	5-8

Time Required:	One 45-minute class period.

Essential Question:	Why do astronauts feel weightless in space?

Objective(s):	Students will be able to do the following: Construct a space shuttle model. Predict what happens to a space shuttle and its contents when they are in a state of free fall. Explore the effect of free fall on the model shuttle and on an astronaut inside the shuttle.

Lesson Overview:	There is gravity in space. In fact, it is gravity that keeps a space shuttle in orbit around the Earth. In essence, a space shuttle that is in orbit is actually falling around the Earth. However, the space shuttle and everything in the space shuttle is falling at the same rate. In this case, if one object (the astronaut) is inside, or next to, the other object (the space shuttle) the first object will remain in the same place in relation to the second object, this makes the astronaut look like he/she is floating in the space shuttle. In this lesson students will build a model that will allow them to investigate this phenomenon.

IMPLEMENTATION
Subject Matter Overview:	This overview is four pages long. Open attachment to read or print the Overview. Attachments Gravity Overview

Preparation and Management:	1. Print out copies, or use the online versions, of the Student Procedures and Student Worksheet. Print one copy per student. If using the online versions, upload these to the student computers. 2. Ask the students to describe what happens on Earth when you throw a ball horizontally. (Desired answer: the ball will travel in a downward curve as it falls to the Earth) Ask students, what will happen if you throw the ball harder? (Desired answer: the harder the throw, the further it will go before it finishes falling to the ground) 3. Ask students, what it is called when one object revolves around another? (Desired answer: an orbit) Ask students when you throw a ball, or any object, what are you really seeing before the ball hits the ground? (Desired answer: a piece of an orbit) 4. Ask students to imagine that the ball could be thrown horizontally so hard that it would go around the Earth and return to you, what are you really seeing? (Desired answer: the ball would fall around the Earth, it would be in orbit) Ask students if the ball is still falling. (Desired answer: yes, the ball is falling around the Earth) Ask students to compare the ball to the space shuttle, if the ball is falling around the Earth, what is the space shuttle doing? (Desired answer: it too is falling around the Earth) 5. Ask students, if the space shuttle is falling around the Earth, are the astronauts in it falling or floating? Allow students to answer and support their opinions. 6. Have students view this interactive gravity web site http://spaceplace.nasa.gov/en/kids/orbits1.shtml. This web site is included in the online version of the Student Procedures. If you are not using the online Student Procedures, set this web site up on a separate computer. 7. Place students in pairs. Students will need to work together to create and test their model, but can answer the questions in pairs or independently. 8. Have students complete the gravity experiment by following the directions in the Student Procedures. Make sure that they complete the Student Worksheet.

Transfer and Extension:	Transfer: In order for students to apply what they have learned, have students explore feelings of weightlessness here on Earth. Have students describe the feeling they get when riding on a roller coaster, descending in an elevator, or driving over the crest of a hill. Have them write a couple of paragraphs about why they feel this way. If they were standing or sitting on a scale when this happened, what kind of change would they observe?

Differentiated Instruction:	SPED: If students are having difficulty realizing that the ball will curve, direct them to investigate falling by lightly throwing small, soft objects, like pencil erasers. It may also be helpful to draw diagrams of students’ observations on a chalkboard, whiteboard, or overhead.

Teaching Tips:	Make sure the bottle or string is dry, otherwise the astronaut may not fall when released.

MATERIALS AND RESOURCES
Materials:	Student Materials (per pair of students) - Student Worksheet (one per pair or one per student) - Stapler - Red marker - Tape - Clear, 2 liter plastic bottle - 1 piece of yellow construction paper - 1 4 ¼ “ x 11” piece of orange paper - String (50cm) - Scissors - Ruler

Student Procedures and Worksheets:	Print or use the electronic versions of these procedures and worksheets. Attachments Student Procedures Student Worksheet electronic Astronaut Cutout Student Worksheet Student Procedures electronic Student Procedures electronic with web link

Resources:

STANDARDS AND ASSESSMENT
Standards:

Assessment/Rubrics:	4 Points - All observations are complete and recorded on the Data Table in Student Worksheet 1. - Observations accurately describe the results. - Good use of adjectives to describe the observations. - Writing is clear and understandable. 3 Points - Most observations are complete and recorded on the Data Table in Student Worksheet 1. - Observations describe the results. 2 Points - Some observations are complete and recorded on the Data Table in Student Worksheet 1. - Observations attempt to describe the results. - Writing is difficult to understand. 1 Point - Few observations are complete and recorded on the Data Table in Student Worksheet 1. - Observations do not describe the results. 0 Points - No observations are complete. - Observations are off topic or unrelated. - Writing is unreadable.

Exploring Gravity