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(The gravitational force pulls the water through the hole in the container as long as the container remains motionless. Write the terms "Free Fall," "Gravitational Pull," and "Weightlessness" on the overhead.Īsk students to sit down in their study groups and discuss their understandings of the terms on the overhead as they apply to the styrofoam cup. Hold the cup over the Tupperware tray and let it go.Įlicit student explanations as to why none of the water poured from the hole as the container fell toward the tray. This allows the cup to be released from a greater height. Have a student in each study group stand on top of a chair. Refill the cup up to the line just below the top rim of the cup.Īsk the students, "If you were to release the cup, allowing it to fall toward the tray, will water flow from the hole during its fall?" Again, allow students ample time to respond to your question and to interact as they share their thoughts and ideas. Quickly have them place their thumb over the hole. Have them remove their thumbs from the hole and allow a small amount of water to stream from the hole and fall into the empty Tupperware tray they have placed directly under the cup on top of the drop cloth. Allow ample time for the students to respond to the question. Have students place their thumb over the hole, then fill the cup with water up to the line just before the top rim of the cup.Īsk the students what will happen to the water inside the cup if they remove their thumb from over the hole. Have students punch a small hole through the side of the styrofoam/plastic cup on its side near the bottom. Learning Activity: I'm Free Falling Step 1:Īsk students to break down into their study groups. Try it several times on yourself before you attempt it in the classroom to ensure that you have the whole technique worked out.) As you release the currency and your student closes his/her fingers, the currency has already passed through the fingers. (The Earth's gravitational pull makes this challenge impossible to win. Bring up a few more students to prove your point that no one in the class can catch the currency before it hits the ground. If the student can catch it, he/she gets to keep the money.ĭiscuss with your students why they think it was impossible for the student to catch the $20.00 bill. The student cannot move the arm from the extended position. Instruct your student that you are going to let go of the $20.00 bill and when you do, he/she may only use the thumb, index finger, and middle finger of the extended arm to catch the currency. Place a new $20.00 bill in between the student's open fingers, holding it lengthwise with your thumb and index finger. Have the student open the closed fingers about an inch apart. Next, instruct your student to put his/her thumb, index finger, and middle finger together in a pinching action. Instruct your student to extend an arm out perpendicular from the body and extend the hand straight out in front of them.
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Select one of your students to come up and try your challenge. This segment is found right after the opening title of the series.Īsk your students if they think they could catch a $20.00 bill before it hits the floor using only their thumb, index finger, and middle finger.
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When using media, provide students with a FOCUS FOR MEDIA INTERACTION, a specific task to complete/or information to identify during or after viewing a video segment, Web site, or other multimedia presentations.Ĭue the videotape to the first FOCUS FOR MEDIA INTERACTION where the cartoon boy is sitting on a chair. Place all handouts and pencils needed for this lesson on each of the students' desks before class begins. Make sure that each lab station has all of the necessary components already in place for the start of the lesson. Cue your videotape to the first segment you are going to use in the learning activity. Before teaching this lesson make certain that all of your Web sites are bookmarked on all of the computers in your classroom, and that all of the necessary links are still valid and running.