Grade 6

Standards:
ESS1.B: Earth and the Solar System:
The solar system consists of the sun and a collection of objects,
including planets, their moons, and asteroids that are held in
orbit around the sun by its gravitational pull on them. (MS-ESS12),(MS-ESS1-3)
Science assumes that objects and events in natural systems
occur in consistent patterns that are understandable through
measurement and observation. (MS-ESS1-1),(MS-ESS1-2)
Objectives:

After students learn about Newtons law, they will be able to

explain why planets orbit the sun.
After students learn about Newtons law, they will be able to
explain why the moon orbits the Earth and not the sun.

Materials:

Smart board
Fact sheet
Video

Procedures:
Introduction:
Students will answer a question to review yesterdays lesson on
universal gravitation. The Do Now question will be: If a bowling ball and
wiffle ball were both dropped from the same height, which one would
fall fast?
After going over this question we will watch a short video to review
yesterdays lesson.
Body:
Students will be introduced to four Isaac Newton. Using the fact
sheets at each table, the students will work with their table to decide
which of the four statements they agree with and why. While students
are working together to find the answer, I will walk around and speak
with each group.
Statements:
Object with a greater mass have a greater gravitational pull.

Objects that are farther away have a weaker gravitational pull.

Objects with less mass have a lower gravitational pull.
Objects that are closer have a greater gravitational pull.

Students will learn that all four statements are true and then we
will discuss and take notes on Newtons law.
Possible questions:
Why does the moon orbit the Earth and not the sun?
Why does Mars orbit the sun and not Jupiter?
Closing:
I will have one student come up and spin the wheel to decide
what their exit ticket will be. They will all write an answer in their
notebook and I will have several students share their answers.
Assessment:
Four out of the six tables will be able to work together to find the
correct answer and explain their answer using the data given to them.
Differentiation:
Students will work together so that higher students can help and
explain reasoning to tablemates. There is one student on the autism
spectrum that may work alone if he feels it is best for him and his
tablemates.