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This video is SO COOL! This would be a great start into a lesson on gravity. It starts with some prior knowledge that students should have. Then it goes into teaching about gravity with the example of an apple falling from the tree. To keep students accountable, I would have them write down words that they may not understand or have them write a short paragraph on what they learned about gravity after this video. If they write down words they don't know, we could go through them as a class before getting in depth to our gravity lesson which could include more videos or an activity later on.

PBS's lesson on gravity is somewhat of a classic, dropping two objects of different weight from the same height. This lesson utilizes both hands-on experiments, videos, prediction, and a variety of other ways for students to stay engaged and involved in the lesson. Throughout the lesson students predict what may or may not happen to their own experiments, to those done on the moon, and comparatively between the two differing atmospheres. The resource is specifically valuable to me due to it's consistent student directed and inquiry-based nature, examples of higher order thinking questions can be found throughout the lesson. I can see this resource being used in the classroom during an introduction lesson to the concept of gravity, possibly taking place in multiple parts throughout a week or a unit.

In this activity students will roll a toy car down a ramp and measure how long the car it takes to go down the ramp. This activity emphasizes gravity, friction, and velocity. The students will measure how long their car goes down the ramp and then have the cars roll down on sandpaper. They will see how friction has an effect on objects. I like that this activity is hands on and engaging. I would use this after an introduction to gravity and friction. After the initial test, I would allow the students to change the height of the ramp to see how this affects the velocity of the cars.

"Experience strange natural phenomena at this mysterious tourist attraction located in Santa Cruz, CA. " The "Mystery Spot" would be a great place to take a field trip. The "spot" is a circular area in the Redwood Forrest where gravity doesn't seem to exist. Balls roll uphill, and students can stand at a 45 degree angle and not fall down! This experience would be great for students if you had just finished a lesson on the laws of gravity. After experiencing the "mystery spot" you could have them think of reasons why this phenomena happens here. I think this trip would be interesting for all elementary students.

"Learn about the forces of motion and gravity with a new painting technique by exchanging the paint brush for a swinging pendulum. Engage your child with the combination of art and science for a STEAM learning activity. STEAM is the combination of Science, Technology, Engineering, Art and Math." I found this experiment/activity fun and interesting because it combines science and art. During a unit on forces of motion and gravity, you would discuss how a pendulum works. I would do this activity outside and use the washable chalklike paint they give a recipe for on the site. I would have students predict what kind of a pattern they think the paint will go in based off how the pendulum swings with no paint. Once we have done the first paint pattern, we would try to see if different patterns would occur if you pull it back further. The results are very interesting!

This resource is an exercise in perception with a small nod to biology. Essentially, the activity requires a student to stand astride a 2x3-feet mirror and then, with the leg that is against the reflective side of the mirror, bend at the knee and move it back and forth. This will create the illusion of flight. The idea behind this is not only the reflection of light using a mirror, but it also ties in to basic biology and anatomy by proving that the human body is symmetrical. I chose this out of a desire to find fun light and reflection-based activities that are relatable to younger (K-3) students. I would use this in the classroom as part of a lesson about light and reflection, making sure to give the hat tip to the biology element as well.

This is the resource I have chosen as a science field trip. After looking over some of the different choices for demonstrations I think that the "Science Goes Splat" would be the best choice for my students. It's a chance for them to help in making predictions and observations about a problem that the whole group is facing which goes along with my standard (3-5-ETS1-2) in that the students are coming up with ideas about what may happen within the constraints of the demonstration. This is also a great way for them to see an exercise in gravity that we may not be able to do in the classroom

Swings, slides and climbing structures offer different examples of pendulums, ramps, and levers, not to mention forces such as gravity and friction. The students can check temperature on different surfaces and discuss if the heat is absorbed or reflected and why some of the surfaces will be hotter if the temperature is the same.

This experiment uses a plastic bag, string, scissors and a small action figure. As you might have guested you are going to make a parachute. After you construct the parachute you will drop it as slow as you can. This shows air resistance. This is a great start to a lesson, an experiment, and even an example of a fair test! I would use this to start a lesson on air resistance ( or maybe even gravity). I would first drop my parachute in the class and ask students what happened. I might even drop both an action figure by himself, and an action figure on a parachute to farther demonstrate the air resistance. I might ask questions such as "why did this action figure fall more slowly? What was stopping him? Why/how? Then after a discussion I would get out materials for the whole class. I would ask students "What could we test using what we now know to create different parachutes and find out which one will work the best?" We would talk about how larger surface area creates more resistance and will make a parachute fall more slowly. In the aspects of a fair test I would try to guide the idea towards testing out maybe 5 different parachutes. The controlled aspect would be using the same material, and same size parachute. What would change would be how many holes we would put in the top of it. Holes in the top cause air to go through the parachute not around it, this causes the parachute to fall more straight. (This is something we might have found out through research.) The goal would be to make a parachute that falls as slow and straight as possible. The challenge would be where to place the holes and how big the holes should be.