I can explain that gravity pulls everything towards the Earth.
I can use evidence to explain why a heavy thing and a light thing land together.
I can explain whether things fall slower on the Moon.
gravityforceunsupportedattract
1. Predict, then watch.
What we dropped
What I think will happen
What actually happened
A book and a pen
A marble and a ping-pong ball
A book and a shoe
2. What we thought at the start of the lesson
What we think now
3. Change your friend's mind.
Your friend says: "Heavy things fall faster." Write a reply that changes their mind. Use the evidence from today.
Starters
You might think… · but actually… · The evidence is… · This is because gravity…
Use one if it helps you get going. You do not have to.
Going further
On the Moon, gravity is weaker than on Earth. So do things fall slower on the Moon? What is your answer, and how do you know?
Why this sheet is shaped like this. The steps to success at the top are the same four sentences that are on the board, and the same four the teacher confirms at the end. The child ticks them themselves, which is the only assessment on this sheet that belongs to them.
Question 2 is the Turn. Their own wrong idea, in their own writing, and then their own corrected one underneath it. When they look back at this page in a month, they can see themselves change their mind.
The starters are offered, never assigned. They are printed on every sheet, so no child can be identified by what they were given. The reading-support version is also the same sheet - warmer paper, wider spacing - so a child who needs it is not holding a different-looking piece of paper from everyone else.