Educators Guide to

Sideways
Stories
From

Wayside
School
Presented by Utah State University’s
Department of Theatre Arts in the
Caine College of the Arts

By

Louis Sachar
Adapted For The Stage By

John Olive
Table of Contents
Note From the Director…………………………………………. Pg. 1
Production Team…………………………………………………… Pg. 2
Cast………………………………………………………………………… Pg. 3
Theatre Etiquette…………………………………………………… Pg. 4
Meet the Designers……………………………………………….. Pg. 5-8
Sideways Stories Adaptations Lesson Plan…………… Pg. 9-15
Facing Consequences Lesson Plan……………………….. Pg. 16-21
Free Fallin’ Lesson Plan………………………………………….. Pg. 22-33
Additional Resources……………………………………………… Pg. 34
A Note From the Director
Far too often in stories for young people we see a trend: the main
character faces a problem, and she is unable to solve it on her own. In many
stories the resolution comes only when someone else – a caring adult or a
supernatural, larger than life force steps in to save the day. Cinderella’s
godmother is, fortunately for all, a magical fairy. Snow White has a prince
willing to do anything to save her even though they have never spoken.
Little Red Riding Hood is saved by a local woodsman. Even in stories where
young people have more agency – greater ability to act for themselves,
adults still often step in to solve problems the young people can’t face alone
(or aren’t even aware of – consider the protections the faculty of Hogwarts
and other adults offer Harry Potter.) What I find challenging about such
stories is that they send children a message that they aren’t capable of
doing things on their own, and that someone else will always be there to
save them if they get in trouble – neither of these ideas is necessarily true.

The turn of the twenty-first century saw plays for young people that
began to present alternative narratives: those in which young people faced
their challenges head-on and were able to succeed on their own.
Playwright Suzan Zeder was one of the trailblazers in the field of theatre for
young people that took this on – creating characters such as Ellie in Step on
a Crack and Wiley and the Hairy Man’s title character. Broadway recently
saw the musical adaptation of Matilda, in which the young protagonist
realizes that she is the shaper of her own future, and sings: “nobody else is
gonna put it right for me. Nobody but me is gonna change my story,” and
then goes on to take action to set right the challenges in her world.

In Sideways Stories from Wayside School we see a group of young

people who face a barrage of challenges ranging from villain teachers to
dead rats to tornados. The students have adult allies in Louis and Mrs.
Jewels, but ultimately the people who resolve the problems are the young
people themselves – the children save themselves and each other. This play
offers a model of children who are resilient and possesses the grit necessary
to make it in the world against any odds. I hope that the young people who
experience this production see a bit of themselves on stage, and leave the
production a little more confident that they have what it takes to thrive.

1
Production Team
Director Matt Omasta
Assistant Director Stormy Knack
Stage Manager Elizabeth Bohannon
Assistant Stage Manager Kendall Westmoreland
Assistant Stage Manager Gary Kemp
Community Engagement Director Matt Omasta
School Liaison Madison Nielson
Assistant School Liaison Tanner Sase
Choreographer Stephanie White
Costume Designer Sarah Shouse
Assistant Costume Designer Rebecca Ashby
Lighting/Projection Designer Patrick Mathis
Assistant Lighting Designer Ashley Winch
Assistant Projection Designer Dwight Camillucci
Props Designer Annie Tran
Assistant Props Designer Allyson Thieme
Set Designer Dwight Camillucci
Scenic Charge Robin Perry
Sound Designer Jamie Marshall
Assistant Sound Design Maya Bowers
Run Crew Justin Turpin
Run Crew Katie Francis
Run Crew Stacy Shorthill
Projection Board Operator Spencer Hamilton
Light Board Operator Brendon Henderson
Sound Board Operator Maya Bowers

2
Cast
Mrs. Gorf and Others Cameron S. Neeley
Myron Dane Braddy
Bebe Morgan Huffman
Louis Scotty Fletcher
Dameon Byrson LaBar
Leslie Anna Bodily
Rondi Kenya Thompson
Platypus Reanna Russell
Mrs. Jewls Madelaine Lily Woo

3
Theater Etiquette
Live theatre is not like a TV show or a movie that you can rewind. It
unfolds right before your eyes! When the play begins, you and the
other audience members have a big responsibility: You are all a part
of the play! Your role is just as important as the actors’ roles. To
ensure everyone has a great live theatre experience please adhere to
the following theatre etiquette guidelines:

 Applause and laughter are encouraged during a

theatre performance. Whistling and talking are not.
 Stay seated during the performance.
 Food, drink, candy, and gum are not permitted in the
theatre.
 Photos and recording are not allowed during the
performance.
 Cell phones must be turned OFF during the show.
 Remember to use the bathroom and get a drink before
the show so you do not distract others or miss
important events.
 When the play is about to begin the lights will dim. This
is a sign for everyone to stop talking, sit back, and
enjoy the show.
 During the show, do your best to not make noises with
objects.
 Respect the building. Do not put your feet on the seat
in front of you, stand on your seat, or climb over chairs.

THANK YOU!
4
Meet the Designers
Dwight Camillucci
Set Designer

My concept for the show was inspired by the TV shows that

I watched when I was a kid. Shows like The Magic School
Bus and Arthur were very important to me in my youth and
I wanted to bring that same feeling to this play. Although I
don't usually like to do exactly what the script says with my
set designs, I was inspired by the idea of a classroom that
was 30 stories up and built on its side. I wanted to have fun
exploring how the teacher and students would adapt to
their circumstances in a sideways classroom. This led to the
brightly colored tilted classroom that you will see on stage.

5
Meet the Designers [Continued]
Sara Shouse
Costume Designer
Costumes for theatre are used to tell each character’s
individual story and help to further the atmosphere that the
characters live in. When approaching the design for this
show I looked at many different angles to find my
inspiration. The thing that sparked my interest the most was
looking at the cartoons and animated movies that I loved as
a child. Some of my favorites were Arthur, The Magic
School Bus and my favorite books and films Pipi
Longstocking. By using these as inspiration I pulled from an
extremely large and whimsical color palette that was then
translated into each individual character having a very
whimsical composition of colors and patterns. I feel that this
helps to give the show a fun and upbeat characteristic while
giving each one of the characters their own personality.

Louis
Leslie

Mrs. Gorf

6
Meet the Designers [Continued]
Patrick Mathis
Light & Projection Design

The primary challenge of this show came in balancing the

wonderfully exuberant colors of the set with a naturalistic
quality of light that didn't wash out the actors or distract
from the onstage action. In addition, we wanted the space
to have its own personality and to react when characters
entered and exit the space. This takes shape in not only the
projections, but in the quality of the lights on stage.
Whereas the classroom is bright and warm when inhabited
by Mrs. Jewels, it becomes harsh and seemingly unnatural
when inhabited by some of the less pleasant characters;
almost like a body detecting a negative foreign presence.
On top of these elements my team worked to play up the
inherent fun and zaniness of the piece, which is what we
loved most.

7
Meet the Designers [Continued]
James Marshall
Sound Design

For the sound designs, I wanted to use something the

audience most likely hasn’t heard before. For example, the
director wanted to use “Stayin’ Alive” for the disco dance. I
liked this idea, but because everyone has heard it, it could
come across as boring and un-original. Therefore, I wanted
to make sure my version would be new and different from
what audiences had heard before. I wanted the sound
effects to be farcical. Many things that happen on stage
don’t make sounds in real life, but adding sounds to
otherwise dull events makes them much more fun and
enjoyable.

MOO!

8
Additional Resources
ADDITIONAL TEACHING
MATERIAL:
Dramatic Resources
Improv Encyclopedia
Encyclopedia of improv games,
improv terms, formats, and
references.
Web Address
http://improvencyclopedia.org/
Drama Resource
Drama Games, Drama Courses,
Additional Resources
Web Address
https://dramaresource.com/
RELATED BOOK LIST:
 Sideways Stories from
Wayside School By Louis
Sachar (1978)
 Wayside School is Falling
Down By Louis Sachar (1989)
 Wayside School Gets a Little
Stranger By Louis Sachar
(1995)
 Sideways Arithmetic from
Wayside School By Louis
Sachar (1989)
 Holes By Louis Sachar (1998)
34
 Sideways Stories Adaptations: Drama for Grade 2
Based on the book: Sideways Stories from Wayside School by Louis Sachar
Session Design by Emily Esparza and Elizabeth Bohannon

LEARNING OBJECTIVES
Content Standards
• Drama Create Standard 1
o Develop imagination to create artistic ideas and work.
• Drama Create Standard 4
o Define roles and responsibilities and participate in group decision making.
• Drama Respond Standard 1
o Demonstrate audience skills of observing attentively and responding appropriately.

Essential Questions
• Why do plays differ from the books they are adapted from?
• How can we use creativity to adapt or change certain aspects of stories?

Enduring Understandings
• Students will understand that they can use their imagination and creativity to dramatize literature.

ASSESSMENT
Performance Tasks
• Students will work in groups to assign character roles and responsibilities and to imaginatively create
their own adaptation of the first chapter in Sideways Stories from Wayside School in order to fulfill
Drama Create Standard 1 and 4.
• Each group will demonstrate audience etiquette by watching the other groups perform their
adaptations of the 1st chapter in Sideways Stories from Wayside School in order to fulfill Drama
Respond Standard 1.

Other Assessments

9
• Students will write a short essay prompt explaining how they used their creativity in the adaptation of
the 1st Chapter of Sideways Stories from Wayside School. It will also ask them: How would you adapt
your favorite book into a play? What things would you change? What would you keep the same? This
will assess their comprehension of the enduring understanding.

MATERIALS NEEDED
Teacher Materials
• Sachar, Louis. Sideways Stories from Wayside School. New York: Harper Collins, 2003
• Apple handout (attached)
• Tape
• Youtube links to Lion King Videos: Broadway: https://www.youtube.com/watch?v=G3ezXi_TSdM &
Movie: https://www.youtube.com/watch?v=0bGjlvukgHU

Student Materials
• Crayons
• Scissors
• Colored pencils
• Markers
• Other craft supplies as available

LEARNING PLAN
Framing / Hook
1. Ask students the question “what do you think of when I say the word adaptation?”
a. Write students’ responses on the board.
2. Lion King Adaptation
a. Explain to students that you are going to show them an example of an adaptation.
b. Show students a video of the song “I Just Can’t Wait to be King” from Disney’s Lion King animated
movie. Then show students a video of “I Just Can’t Wait to be King” from the Broadway Lion King.
i. NOTE: You do not need to show the entire YouTube video.
c. Have students compare the differences between the movie and musical.

10
d. Explain to students that like the Lion King, the play Sideways Stories was adapted to the stage from a
book.
Process
1. Read the first chapter of Sideways Stories.
a. Have students gather round and sit on the floor. Read the first chapter of Sideways Stories aloud to
them.
2. Venn Diagram.
1. Jenny held up a mirror and Mrs. Gorf turned into an apple
2. Louis ate the apple
b. Split students into groups.
i. Split students into three or four groups depending on class size by counting off.
3. Explain that the students will now dramatize scenes from the story, "bringing it to life."
a. Assign each group a space in the classroom to work.
b. Have each group pick an imaginative location that was previously written on the white board. (Refer
to step 3b-i).
c. Have each group decide which events of the chapter they want to include in their adaptation scene.
Each group must have at least 3 events in their scene.
d. Once each group has chosen a location and their events, have each group discuss what characters
need to appear in their scene. Some characters include:
i. Mrs. Gorf
ii. Joe
iii. John
iv. Todd
v. Other classroom students who get turned into apples
1. NOTE: students of any gender can play any role
4. In their small groups, students discuss the basic elements of their scene dramatization:
a. How can they use their imagination to create the new location? How can the group use the classroom
furniture and/or other materials provided to represent that location?
b. Who will represent each character? How might they use materials present to suggest the various
characters?
5. After groups have discussed the basic elements of the scene, have them begin to dramatize the story
in their groups. Side-coach throughout the improvisation activities to help guide students' work.
a. Have student use available furniture, clothes, and materials to create suggestive set and costume
pieces of their choosing.
b. Have students improvise the scene without stopping to see what happens upon their first attempt.

11
6. After the initial improvisation, students (still in their small groups) discuss and revise their scenes.
a. Students discuss what they felt was clear and compelling in their scene and/or what was confusing,
distracting, or boring.
b. Students discuss ways to improve the scene based on their discussion, and re-improvise.
c. If time allows, groups may repeat this process several times.
7. Once groups have improvised their work at least twice in their small groups, explain to the class the
importance of appropriate audience etiquette before they share their work with the class.
NOTE: appropriate audience behavior includes: not talking during the performance, remaining
seated, clapping and laughing when appropriate.
a. After each scene, students who watched the performance offer feedback on elements they found
effective or moments that were confusing for them. Discuss how the scene adapted the first chapter
of the book. What did the group do to adapt the book effectively? What could have done better?
8. If time allows, students may return to their small groups to revise further based on peer feedback, and
then present their revised scenes, again receiving feedback from their peers.
9. Congratulate the students on their work, and ask them to sit in a circle to discuss the dramatization
further.

Reflection
10. Once students are together in a semi-circle on the floor, discuss the final performances of the
adaptations. Ask them these questions:
a. How did each group creatively adapt the first chapter of Sideways Stories?
b. How did the setting/ imaginative location effect the scene?
c. How did the adaptations differ from each other?
d. How were the adaptations similar to each other?
e. How did each adaptation differ from the play and from the book?
f. How else could we have adapted the first chapter?
11. Have students return to their desks and hand out the paper apple cutouts that each one can
creatively decorate, with their name in the center of the apple.
12. Once students are done decorating have them tape their apples to an area of the classroom.
13. Once students are done decorating their apple have them return to their seats and fill out the
Adaptation Handout.

12
13
Name:______________________________

Adaptations Review

What did you do to contribute to your adaptation of Sideways Stories?

If you had to turn your favorite book into a play, what would you change?
What would stay the same? Be sure to include the title of your favorite
book.

14
 Does not meet Approaches Meets Expectations Exceeds
expectations Expectation Expectations

Use of Imagination Student shows no Student shows few Student often shows Student always
and creative work original thought, or creative thoughts original creative shows original
creations. and work. work. creative work.

Group work Student does not Student shows little Student often Student frequently
contribute in the contributions in contributes in group contributes in the
group decisions, nor group decisions, decisions and fulfills group decisions,
fulfills their does part of their their assignment in including others in
assignment in the assignment in the the group. the group, and fulfills
group. group. their assignment in
the group.

Audience Skills Student does not Student shows little Student often shows Student
show appropriate appropriate appropriate demonstrates
audience etiquette. audience etiquette. audience etiquette. appropriate
Student talks during Frequently talks Is attentive to the audience etiquette,
the entire during the performance and is attentive to the
performance. performance. rarely talks during performance and
the performance. does not talk during
the performance.

15
 Facing Consequences Lesson Plan: Theatre for grade 3
Session Design by Madi Nielson and Kendall Westmoreland

LEARNING OBJECTIVES
Content Standards
• Theatre Perform 4
Use body to communicate meaning through space, shape, energy, and gesture.
• Theatre Connect 1
Identify similarities between story elements and personal experiences in dramatic play or
guided drama experiences.
• Theatre Respond 2
Share personal responses about classroom dramatizations and performances.

Essential Questions
• How do the students’ and teachers’ decisions create or solve problems in the play?
• How can our decisions create consequences for others?
• How can we use drama to develop critical thinking skills?

Enduring Understanding
• Students will understand that actions have consequences, good or bad; as such they should
consider the possible outcomes of their choices.

Skills
• Students will be able to create a short scene with a beginning, middle and end.
• Students will be able to portray a character using their bodies

Teacher Materials
• Scene descriptions (see attached)

16
• Movement Checklist (see attached)

ASSESSMENTS
Performance Tasks
• Students will walk around the room changing various aspects of movement (e.g., facial
expression, speed, posture, arm movement, etc.) in order to portray characters using their
bodies.
• Students will improvise original scenarios in order to demonstrate the ability to create a short
scene with a beginning, middle and end and to use body to communicate meaning through
space, shape, energy, and gesture.
Other Assessments
• Students will write a response about how the outcome/consequence of their improvised
scenes might have been different had the chosen the other option of the two choices in order
to display that they understand that actions have consequences, good or bad.
• Students will write notes containing feedback about each scene in order to share personal
responses about classroom dramatizations and performances.
• Students draw a picture about a time when they had to make a decision similar to one made
by a character in the play that includes the consequence they experienced in order to identify
similarities between story elements and personal experiences in dramatic play or guided
drama experiences.

LEARNING PLAN
Framing/ Hook
1. Students discuss how movement can portray character (teacher may use examples from the
play).
2. Students walk around the room at a neutral speed in no particular direction (students goal
should be to walk to any empty space they see) using movement (e.g. facial expression,
speed, posture, arm movement, etc.) to depict the following characters:
a. Mrs. Gorf

17
 b. Bebe
c. Myron
d. Miss Zarves
e. any character of the student’s choice from Wayside School
i. NOTE: As the students embody the characters, prompt them as needed to use clear
movements and facial expressions.
Process
3. Students discuss what consequences were seen in the play with direction of teacher.
a. What is a consequence? Can consequences be good?
b. Was being turned into an apple as a consequence of the student’s choices, Mrs. Gorf’s
choices, or both? How were both affected? Are consequences a natural result of an action, or
are they only imposed by someone in power (such as a parent or teacher)?
c. What other instances of consequences were seen in the production?

Improvisation Activity
4. Students, in groups of two, improvise original scenes from the scenario list (see attached).
a. While groups are presenting, each student writes feedback on a slip of paper regarding the
performance for the performers.
ii. NOTE: Each scenario has a two clear choices. Students must select one of the two options.
They cannot end the scene with indecision.
iii. NOTE: The same scene can be given to multiple groups as they can make a different decision
or improvise different details.
5. After each group has presented their improvised scenes up to the point of making a decision,
Students discuss with their partners what possible consequences can come from the decision
in the context of the scene.
6. Students rehearse with their partners a brief scene depicting what consequence occurs from
their decision.
7. Students present the planned endings of their scenes.

18
 Response
8. Students write a response about how the outcome/consequences of their improvised scenes
might have been different had the chosen the other option of the two choices.

Relate to Real Life

9. Students draw a picture about a time when they had to make a decision similar to one made
in the play, and the consequence they experienced.

19
 Movement Checklist

NAME COMPLETED? CIRCLE YES OR NO (Y/N)

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

20
Scene Descriptions

Two friends are at the swimming pool when they notice a ball floating in the water. After looking around
to see if the ball belongs to anyone, they decide to play with the ball. They then overhear a boy asking
his mom to give him five minutes to look for his ball before they leave. DECISION: 1. Go return the ball
to the boy 2. Sit on the ball in the water so no one can see it until the boy and his mom leaves the pool

Two siblings are playing on the playground. They have been waiting to use the swings since they got
there but a girl has been swinging on one of the swings and since there is only two swings they
decided to wait until she was done swinging so they could play on them together. As they play they
notice the girl has fallen off the swings. She has hurt her knee and she limped off to a bench and is
now crying. DECISION: 1. They can talk to the girl ask her if her parents are close by or if they can
help her get to an adult 2. They can use the now vacated swings and continue playing.

Two friends are at the mall when they come upon a five-dollar bill on the ground. They have been at
the mall looking around but neither brought money. DECISION: 1. They spend the money 2. They turn
the money in to mall security or a store clerk

Two siblings are babysitting their three-year-old cousin. They are sitting watching TV when they decide
to play a game with each other while the cousin continues watching. While playing they accidently
break a picture frame of their mother’s. DECISION: 1. They can apologize to their mom when she gets
home and hope she isn’t too angry 2. They can blame it on their cousin knowing their mom won’t be
angry with him because he’s so young

Two cousins are on the porch discussing how they are being teased by their older cousin who is
constantly pulling pranks on them and scaring them. DECISION: 1. They can plan revenge 2. They can
plan to go speak with the older cousin and ask them to stop

Two friends are talking about a third student coming over to play with them. Their parents arranged a
play mate with the “weird” girl at school that just reads all day because the teacher told them she had
no one to play with at recess. DECISION: 1. They can decide to include the girl in games whether she
is like them or not 2. They can figure out a way to ditch her; after all she likes reading and probably
doesn’t want to play with them anyway

Two friends are at the cafeteria getting lunch. They are both extra hungry today and even though they
are just supposed to take one piece of fruit they are talking about taking two. DECISION: 1. They each
take two pieces 2. They each take one piece

Two friends are coming back from playing foursquare on the playground. They keep getting beaten at
the game by one other student. They are frustrated. DECISION: 1. They can sabotage the game next
recess so that the other student loses 2. They can keep practicing and hope that they get good enough
to beat them

21
 Free Fallin’: Science for Grade 2
Session Design by Alyssa Landroche and Kenya Thompson

LEARNING OBJECTIVES
Content Standards
• Science: Standard 1 Objective 1C
o Conducting investigations: Observe, manipulate, measure, describe.
• Science: Standard 3 Objective 1A
o Observe falling objects and identify things that prevent them from reaching the ground.
• Science: Standard 3 Objective 1B
o Communicate observations that similar objects of varying masses fall at the same rate.

Essential Questions
• How do careful observations help in genuine understanding?
• How does gravity affect our everyday life?

Enduring Understandings
• Students will understand that the scientific method involves generating hypotheses and
testing them in order to make new discoveries about an idea.

Key Knowledge
• Students will know that gravity is the force of attraction by which objects fall toward the center
of the earth.
• Students will know that all objects fall at the same rate regardless of mass.
• Students will know that air resistance slows down the speed objects fall.

Skills
• Students will be able to formulate hypotheses.

22
• Students will be able to record and analyze data.

ASSESSMENT
Performance Tasks
• Students will participate in group experiments by making educated guesses about which
object will hit the ground first, dropping the objects at separate times, recording data on the
Free Fallin’ activity worksheet (attached) and making observations about the results in order to
fulfill Science: Standard 1 Objective 1C and skills 1 and 2.
• Students will drop two objects (a basketball and a golf ball) three times each, time and record
each fall and interpret the results of the data on the Free Fallin’ worksheet in order to fulfill
Science: Standard 3 Objective 1B and key knowledge 2.
• Students will drop two objects (a toy soldier and a toy soldier with a parachute) three times
each, time and record each fall and interpret the results of the data on the Free Fallin’ activity
worksheet in order to fulfill Science: Standard 3 Objective 1A and key knowledge 3.
Other Assessments
• Students will complete a quiz at the end of the lesson consisting of key knowledge questions
in order to demonstrate their knowledge that gravity is the force of attraction by which
objects fall toward the center of the earth and that the scientific method involves generating
hypotheses and testing them.

MATERIALS NEEDED
Teacher Materials
• Basketball
• Toy soldiers (one with parachute, one without)
• Golf ball
• Free Fallin’ worksheets
• Stopwatches (2)
• Meter Stick
• 2 step stools

23
• Scientific Method Poster
• Feather
• Hammer
• YouTube video of astronaut dropping hammer and feather
https://www.youtube.com/watch?v=KDp1tiUsZw8
• Teacher aid (if possible)
Student Materials
• Pencils

Preparation
1. Before class, measure two meters above the ground against a wall and mark the wall with
masking tape so objects can be dropped at the same height each time. Do this for both
stations.
2. Equip station one with two toy soldiers--one without a parachute and one without a
parachute, one stopwatch, and one stepstool
3. Equip station two with the basketball, golf ball, stopwatch and step-stool.
4. OPTIONAL STEP: Play “Free Fallin’” by Tom Petty in the back ground to set the mood.

LEARNING PLAN
Framing / Hook
1. Instruct students to take out a book. (e.g. textbook, library book, notebook etc.)
2. Gather students in a standing circle around the edge of the classroom.
3. Explain to students that on the count of three, each person will drop their book and watch it
fall to the ground.
4. Count to three, drop objects to the ground.
5. Ask students, “Why did the books fall to the ground?”
6. Ask students: In the show, Sideways Stories, what did Mrs. Jewels throw out the window to
teach her class about gravity?

24
 a. Share the following quote from the Sideways Stories script:
MRS. JEWLS: See how the planet earth attracts the computer? That attraction to the earth is
called “gravity.”

Process
7. Gravity
a. Explain to the class that gravity is the force of attraction that makes objects fall to the ground,
just like the books fell to the ground.
i. Drop a book again in order to help students understand the effect of gravity.
b. Explain that the scientific method is used to learn new things about science.
i. Explain each step of the scientific method:
1. Question: The base of the scientific method; what you want to find out.
2. Hypothesis: an educated guess that you will test to answer your question.
3. Experiment: The process by which you test your hypothesis.
4. Observe and record: Where you take note of what happened during the experiment.
5. Analyze: Where you look at the results and determine if your hypothesis was correct or not.
a. OPTION: Hang a Scientific Method poster up at the front of the classroom as a reference
point for students throughout the day’s activities.
c. Explain to the students that they will use the scientific method to learn more about gravity.
8. Introducing the experiment
a. Ask the students: If I drop a hammer and a feather at the same time, which one would reach
the ground first?
i. Ask the students to raise their hand if they think the hammer will hit the ground first.
ii. Ask the students to justify their guesses.
iii. Ask the students to raise their hand if they think the feather will hit the ground first.
iv. Ask the students to justify their guesses.
b. Drop the hammer and the feather at the same time.
i. Explain to the students that the reason the feather fell slower was not because it weighed less,
but because of air-resistance.

25
ii. Explain that air-resistance is another force acting on an object which slows it down and since
the feather “catches more air” it is slower.
iii. If needed, provide another example of air-resistance by dropping a piece of paper and then
crumpling up the same piece of paper and dropping it again.
c. Explain that the experiment they will do next will use the scientific method in order to test how
air-resistance affects the rate at which things fall and how objects with varying masses reach
the ground at the same time.
9. Conduct the experiment
a. Split the class into two groups.
i. Have the students move to their designated experiment stations. (i.e. half of the students
move to station 1, the other half to station 2)
ii. Explain to the students that station 1 will drop a toy soldier with a parachute and a toy soldier
without a parachute and station 2 will drop a basketball and a golf ball. After they are done at
their stations they will switch with the other group so they can test the other objects.
1. NOTE: If more convenient (e.g. have no teacher aide, have a smaller class size) you may
complete the experiment section as a whole class instead of splitting up into two groups. In
this case, disregard steps 9a and 10a.
b. Hand out the Free Fallin’ worksheets
i. Explain to the students each part of the worksheet:
1. Hypothesis box: Explain to the students that this is where they will write down what object
they think will hit the ground first. (e.g. “I think the golf ball will hit the ground first”)
2. Physical observations: Explain to the students that this is where the students will write down
any physical observations they see and feel about each of the objects. (e.g. “The soldiers are
small and green”)
3. Time box: Explain to the students that they will drop each object 3 different times and to
record each time in the boxes time 1, time 2, and time 3.
4. Observations: Explain to the students that this is where they will write down observations
about the experiment.

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 a. Suggest the following questions: What object fell faster? Why do they think that object fell
faster? Etc.
c. Pass around the objects at each station to the students can make observations about the
objects look and feel like.
i. Have the students write down on their worksheet their observations about each object. (e.g.
round, light, heavy, bumpy)
d. Instruct students to write down which object they think will hit the ground first in the
hypothesis box.
e. Pick a student volunteer to drop one of the objects three separate times.
1. OPTION: Pick a student volunteer to time the drop with the stopwatch. In this case, go over
with students how to work stopwatch.
i. Help the student stand carefully on the step-stool and to hold the object at the mark on the
wall.
ii. On the count of three, by whoever is holding the stopwatch, have the student drop the
objects.
iii. Instruct the volunteer stop the stopwatch right when the object hits the ground.
iv. Have the volunteer share the timed result of the drop so the rest of the group can record the
data in the box indicated.
v. Drop and time the same object 2 more times following the same order in step f.
vi. Once finished with the first object, get new student volunteers, and follow step f with the
second object.
f. Instruct students to compare the results of the drops between the two objects and to write
down in the observation section of their worksheet which object fell faster.
i. Explain that the lowest time indicates the fastest fall.
10. When finished with current station, have students switch to the other station.
a. When groups have successfully switched, repeat steps 9c-9g.
Reflection
11. Direct students back to their seats.
12. Ask for 3-4 volunteers to share what their hypothesis and results were.

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 13. Hand out Analyze worksheet
a. Go through the worksheet with students and explain each question.
1. Give students a couple of minutes to answer each question.
i. Question 1: Ask whether their hypothesis at each station was correct.
ii. Question 2: Have them identify which objects reached the ground first at each station.
iii. Question 3: Ask why the fastest object reached the ground first.
iv. Question 4: Ask which object was the most affected by air-resistance.
14. Gather the completed worksheets.
15. Remind the students about the demo you did at the beginning, with the feather and the
hammer.
a. Ask them to recall why the feather fell slower than the hammer. (Air-resistance)
b. Ask them what they think would happen if there was no air-resistance.
c. Explain that scientists had a similar question. Explain that scientists had a hypothesis that
objects of different masses would fall at the same speed if there was no air-resistance.
d. Explain that the moon has no air-resistance and because of that, the astronauts who travelled
to the moon decided to test out their hypothesis.
e. Explain that the astronauts took a video on the moon of them performing the experiment and
that the students will be able to watch it.
f. Have the students vote on what they think will happen in the video
i. The hammer will hit the ground first
ii. The feather will hit the ground first
iii. Both hammer and feather will hit the ground at the same time.
16. Show students video of the hammer and the feather being dropped at the same time on the
moon.
1. NOTE: You can find this video on YouTube if you search “Hammer and feather drop on the
moon” OR go to the following URL: https://www.youtube.com/watch?v=KDp1tiUsZw8
17. Discuss as a class why the hammer and the feather hit the ground at the same time
a. Explain that the scientist’s hypothesis was proved correct and that objects of different masses
really do fall at the same speed.

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b. Ask them if they were to do the experiments they did earlier on the moon if the same thing
would happen.
18. OPTIONAL STEP: Pass out Free Fallin’ Quiz and have them complete it as the end of the
activity.
1. NOTE: You may also use the same questions on a unit test.

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 Free Fallin’ Quiz

Name: ____________________

1. What is the first step of the Scientific Method?

a. Hypothesis
b. Question
c. Experiment
d. analyze

2. True or False: Objects will fall at the same rate regardless of their mass

3. What is the force by which objects fall to the earth?

a. Gravity
b. Air resistance
c. An object’s mass
d. None of the above

4. What is air-resistance?
a. A force that eliminates gravity.
b. A force that helps an object fall the ground faster
c. A force that slows down objects falling to the earth.
d. None of the above

5. True or False: The moon has no air-resistance.

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 Station 1: Soldiers

Hypothesis:

Toy Soldier With Parachute Toy Soldier Without Parachute

Physical observations: Physical observations:

Time 1: Time 1:

Time 2: Time 2:

Time 3: Time 3:

Observations:

_______________________________________________________________

_______________________________________________________________

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 _______________________________________________________________

Station 2: Balls

Hypothesis:

Basketball Golf Ball

Physical observations: Physical observations:

Time 1: Time 1:

Time 2: Time 2:

Time 3: Time 3:

Observations:
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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 Analyze

1. Was your hypothesis correct? Why or why not?

________________________________________________________________

________________________________________________________________

2. Which objects reached the ground first? (Solider with or without parachute,
Basketball or golf ball)
Station 1:
________________________________________________________________

Station 2:
________________________________________________________________

3. Why did this object reach the ground first?

Station 1:
________________________________________________________________

________________________________________________________________

Station 2:
________________________________________________________________

________________________________________________________________

4. What object was the most affected by air-resistance?

________________________________________________________________

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