Salem Lesson Plan Format

GRADE/CLASS: 7

SUBJECT AREA: Science

UNIT TOPIC: Motion and Forces

DAY 4: 50 minutes

Desired learning outcome(s):

To identify the role of the moons gravity on Earth
To investigate gravity on other planets
Essential question(s) from learning objective(s):
How does the moons gravity affect me on Earth?
How would my life be different if Earths gravitational pull changed?
Common Core/NC Essential Standard(s):
7.P.2 Explain the effects of balanced and unbalanced forces acting on an object (including
friction, gravity, and magnets)
Learner prior knowledge/learner background experiences:
In the 5th grade, students learned that gravity pulls any object on or near the earth towards it
without touching it. They understand that all matter has mass. In the previous unit, students
learned about how the motion of an object could be described by its position, direction of
motion, and its speed with respect to some other object. Lessons 1 and 2 of this unit focused on
the force of friction. Lesson 3 explored how the moons and suns gravitational pull on the Earth
affect tides.
Materials and resources needed:
Lab Notebooks
Handout-Because of the Moon (Sheet 4.1)
Handout-Weight for Me (Sheet 4.2)
Video excerpt from Man of Steel movie
Paper and pencil for Entrance and Exit Tickets

Teaching strategies:
Introductory strategies (10 minutes)
Entrance Ticket:
Fill-In-The-Blank
The __________ and __________ pull on the Earth and that pull affects the Earths tides. The
_______s gravitational pull effects the tides more than the ______s by a factor of 3. Usually,
there are ______(how many) high tides occurring at the same time and ______(how many) low
tides occurring at the same time. If not for the ________, the Earth would not tilt on its axis.
Math Problems
Solve for the variable.
X= 6(4)
56= a*7
81= 9z
Main instructional strategies (35 minutes)
Have a class discussion about the lab notebook questions from the previous day.
Discuss Handout-Because of the Moon-Have students rank the effects (in groups of 4) from
most important to least important and explain their choices.
Watch brief section of video from Man of Steel that showcases how the gravity on Earth is
being changed and the effects of that change.

Prompt for video: Write down any changes that you notice due to the change in Earths gravity.
Handout-Weight for Me
Students will explore how their own weight varies according to the gravitational pull of their
location. Math computations would be required. Math problems from Entrance ticket will be
worked out on the board to ensure that students have a model from which can be used to solve
the provided problems. This activity will be performed in student-chosen groups of 2.
Concluding strategies (5 minutes)
Exit Ticket:
Give 2 examples of modifications that would be required if you lived on (pick a planet of your
choosing)
Start your sentence like this:
Two modifications that would be required if I lived on ___________ (List the name of your
planet) would be

Assessment:
Entrance tickets will provide information regarding the success of the previous days lesson. In
addition, it will signal those with struggling math skills that may require one-on-one help. Class
discussions will provide observational assessment opportunities. Weight for Me calculations
will identify those with struggling math skills. The Exit ticket will allow recognition of inferred
messages embedded in the lesson.

EC Accommodations/modifications to strategies or assessments:

Students will be working in groups of varying sizes during this lesson, thus not impeding
ADD/ADHD learners from movement. Student-chosen partners for the math portion of this
lesson will allow struggling math students the opportunity to choose a partner with strong math
skills to assist them. The class discussion will allow the students to learn audibly, thus assisting
those with reading difficulties. Learners of different reading levels will be in groups to receive
assistance if reading proves challenging. The video component will provide a change in pace,
providing both auditory and visual cues to the students. Gifted students are likely to pair
together and finish work early. The resource center will provide additional avenues of
exploration for these students.