You will learn
- Define gravity.
- Explain why things fall.
- Distinguish mass and weight.
- Describe gravity on other worlds.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Gravity pulls things toward the Earth.
- It gives objects weight.
- Mass stays the same but weight changes on other worlds.
- Gravity keeps us on the ground.
Words to know
the force that pulls objects together
the pull of gravity on an object
how much matter something has
to move downward
1. Discover: The falling mango
Abena sits under a mango tree. A ripe mango drops from a branch. “Why did it fall down?” she asks. “Gravity pulls everything toward the Earth,” says her aunt. “Nothing pulls it up.”
Think: Why does the mango not fall upward?
2. Understand: Gravity
Idea 1: What is gravity?
Gravity is the force that pulls objects toward the centre of the Earth. It makes things fall and keeps us on the ground.
Idea 2: Weight and mass
Mass is how much matter something has. Weight is the pull of gravity on it. Weight is measured in newtons.
Idea 3: Other worlds
On the Moon, gravity is weaker, so you would weigh less. Your mass stays the same.
3. Worked examples
Example 1 (I show you): Fall
Drop a ball.
- Falls down.
- Gravity.
- Pulled.
Answer: Gravity makes it fall.
Example 2 (We do it together): Weight
Hold a bag.
- Gravity pulls.
- Weight.
- Newtons.
Answer: Weight is the pull of gravity.
Example 3 (You try): Moon
Less gravity.
Show the steps and answer
- Weigh less.
- Same mass.
- Moon.
Answer: Weight is less on the Moon.
Did you know?
Astronauts on the Moon can jump much higher because the Moon’s gravity is about one sixth of Earth’s.
Why this matters
Gravity keeps planets in orbit and everything on Earth in place.
4. Explore: Drop and weigh
Show that gravity pulls and measure weight.
- Hang objects from a spring balance.
- Read the newtons.
- Drop objects of different mass.
- Compare falling.
Think about it: what did you notice?
What did you notice? Heavier objects pulled the spring more.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Gravity pulls things toward the ___.
- Weight is measured in ___.
- Mass is how much ___.
- On the Moon gravity is ___.
Guided practice
Question 1. What is gravity?
Pull toward Earth.
Question 2. What is weight?
Pull of gravity.
Question 3. What is mass?
Amount of matter.
Independent practice
Level 1: Start
- What is gravity?
- What is weight?
- What is mass?
- Unit of weight?
- Is Moon gravity stronger?
Level 2: Grow
- Why do things fall?
- Why weigh less on Moon?
- Why does mass stay?
Level 3: Stretch
- Weigh objects.
- Draw gravity arrows.
- Explain mass and weight.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Name something that falls.
Show a sample answer
Mango.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Resistance matters.
Fix: It is weaker but present.
8. Lesson summary and revision card
- I can define gravity.
- I can explain why things fall.
- I can distinguish mass and weight.
- I can describe gravity on other worlds.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Gravity pulls things toward the Earth.
- It gives objects weight.
- Mass stays the same but weight changes on other worlds.
- Gravity keeps us on the ground.
11. Next lesson
Next lesson: Friction. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is gravity? [2 marks]
- Difference between mass and weight. [3 marks]
- Why weigh less on the Moon? [2 marks]
- Name a unit of weight. [1 mark]
- Safety rule? [2 marks]
Total: 10 marks.
Marking guide and model answers
- Force [1]; pulls toward Earth [1]
- Mass matter [1]; weight pull [1]; units/changes [1]
- Weaker gravity [1]; same mass [1]
- Newton [1]
- Any [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is gravity?
- What is weight?
- What is mass?
- Unit of weight?
- Is Moon gravity stronger?
- Why do things fall?
- Why weigh less on Moon?
- Why does mass stay?
- Weigh objects.
- Draw gravity arrows.
Homework
Drop three light objects and note how they fall.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is gravity? | Pull toward Earth. | 1 |
| 2. What is weight? | Pull of gravity. | 1 |
| 3. What is mass? | Amount of matter. | 1 |
| 4. Unit of weight? | Newton. | 1 |
| 5. Is Moon gravity stronger? | No. | 1 |
| 6. Why do things fall? | Gravity. | 1 |
| 7. Why weigh less on Moon? | Weaker gravity. | 1 |
| 8. Why does mass stay? | Same matter. | 1 |
| 9. Weigh objects. | Table. | 1 |
| 10. Draw gravity arrows. | Diagram. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Pull toward Earth.; 2 Pull of gravity.; 3 Amount of matter.; 4 Newton.; 5 No.. Level 2: 1 Gravity.; 2 Weaker gravity.; 3 Same matter.. Level 3: 1 Table.; 2 Diagram.; 3 Paragraph..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define gravity | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Explain why things fall | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Distinguish mass and weight | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Describe gravity on other worlds | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Heavier things fall faster in air.” Resistance matters.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain gravity, mass and weight.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns about gravity. You do not need to be an expert to help.
- Drop soft objects together.
- Ask, “Why down?”
- Do not climb.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define gravity; explain why things fall; distinguish mass and weight; describe gravity on other worlds.
Prerequisite knowledge. Grade 2 force ideas: pushes and pulls, simple machines and how forces change movement.
Materials. Spring balances, small objects, string. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Set up balances.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Drop a ball and ask, “Why down?”
Explanation (10 min). Teach gravity.
Guided activity (10 min). Learners weigh.
Independent activity (10 min). Learners explain.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Why did it fall? What is its weight?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Heavier things fall faster in air.” Resistance matters.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Explain gravity, mass and weight. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 3 Unit 6, topic 3; Next Generation Science Standards, forces and interactions; Cambridge Primary Science Stage 3, forces and magnets; IB Primary Years Programme, how the world works. These sources informed the lesson.