# data[].attributes.body
Students will drop balls onto a pan filled with flour, (to prevent balls from rolling away and show impact more clearly), one will drop a handball from highest point their arm can go. The other will sit on the ground and watch the ball fall to the earth. Th Next the student will drop the handball and the golf ball at the same time from the same height. They will observe that the two balls land on the ground at the same time, introducing them to the fact that objects of different sizes will fall at the same rate. To illustrate how this process is predictable, they will do this again with two golf balls of different weights. They will continue to observe and record in writing how these objects are effected by gravity. They students will switch roles to emphasize that this phenomenon is predictable and repeatable.

# data[].attributes.body
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

# data[].attributes.body
The Frayer Model is an adaptation of the concept map that students fill out. The framework of the Frayer Model includes: the concept word (related to content of the lesson), the definition, characteristics of the concept word, examples of the concept word, and non examples of the concept word.

# data[].attributes.body
The Frayer Model is appropriate for defining new terms related to the content and discovering applications for the new term. Example: Learning about and defining photosynthesis, examples of photosynthesis, and nonexamples of photosythesis. The Frayer Model is not appropriate for lessons that teach multistep processes. For example, it would not be applicable for assessing students abilities to do division, writing paragraphs, making graphs.

# data[].attributes.body
"3.Forces and Interactions | Next Generation Science Standards." 3.Forces and Interactions | Next Generation Science Standards. N.p., n.d. Web. 04 Nov. 2015.

Creghan, Kathleen, and Casey Creghan. "Assessing for Achievement." Sci. Child. Science and Children 051.03 (2013): n. pag. Web.

Keeley, Page. "Formative Assessment Probes: Assessment for All." Sci. Child. Science and Children 051.05 (2014): n. pag. Web.

Stiggins, Rick. "Assessment through the student’s eyes." Educational Leadership, 64(8) (2007), 22–26.

# data[].attributes.body
The content of this activity mainly focuses on how gravity is a consistent force of motion, which can be used to predict future occurrences. They will learn that balls will always go towards the center of the earth at the same rate, regardless of size. It also addresses the forces of motion, what gravity is and how it effects objects.

# data[].attributes.body
Students will drop different balls from the same height, to draw the conclusion that gravity will always pull objects towards the earth at the same rate regardless of their mass.