Science, with all of its wonder and complexity, is one of the most interesting and challenging subjects to teach. My mentor and I decided that I should design and implement a unit on gravity for this project. I administered the pre-test to all seventeen students on October 23, 2017. The test was given in a small group setting with approximately four students completing it at a time. There were ten questions on the test. When I graded the tests, later that evening, I was baffled by some of the students' responses. The test asked a series of questions about what gravity is, what forces apply to it, and the great minds that discovered it. The class average on the pre-test was a thirty-seven percent. I was a little taken aback by how low the students scored on this pre-test. Gravity is taught prior to second grade. The explanation might be rudimentary, but I expected the students to have more prior knowledge than they did. All but two of the students knew that gravity was the invisible force that keeps you on the ground. One question in particular really interested me. It asked the students "who studied gravity by dropping things from the Leaning Tower of Pisa?" I did not necessarily expect my students to know the answer. However, I was flabbergasted (and a bit dismayed) when eight of the seventeen students selected Humpty Dumpty. I knew I would have to correct this misconception and provide clarity about this fictitious character. The highest scores on the pre-test belonged to Emma, Victor, and Dakota. While none of their scores exceeded seventy percent, I knew that their reading preferences contributed to their success. During AR time, I had seen all three of these students reading complex, nonfiction texts. I planned several lessons designed to increase my students' understanding of this topic and get them interested in learning about other areas of science. I began this unit by pre-teaching some necessary academic language. Some of these vocabulary terms were gravity, orbit, mass, weight, acceleration, and force. The students and I created a bridge map with the term on the top and its definition on the bottom. Next, we created a KWL chart about gravity. The students had a lot of interesting questions to share about gravity, and they were particularly intrigued with its origin. After completing the "K" and "W" of the KWL chart, we began to dissect the material. I read excerpts from Who Was Galileo? by Patricia Brennan Demuth and Who Was Isaac Newton? by Janet B. Pascal. At this point in the unit, I was also sure to explain who Humpty Dumpty was, that he was a nursery rhyme character, and that he has nothing to do with the scientific construct of gravity. After acquiring some background knowledge, we moved on to some hand-on exploration. We attempted an experiment where we dropped different size and shape objects over the railing of the stairwell and timed their fall to the ground. The students really enjoyed dropping the louder, heavier objects and giggled with delight as they ran down the stairs to retrieve them. It took a great deal of time and some self-restraint, but eventually, the students were able to collect enough data to determine the effect mass has on an object's gravitational pull. Finally, we watched several short videos on what it is like to be in orbit. After seeing the wonder on their faces, I would say there might be a few future astronauts in our class. These activities fulfilled their directive of getting my students excited and keeping them engaged. They also dramatically increased their knowledge of this complex content area. I administered the post-test on November 3, 2017. The class average was a seventy-seven percent. Five of the seventeen students scored a one hundred percent, and fifteen of the seventeen students showed growth. Of the remaining two students, one (Collin) stayed exactly the same. Collin has A.D.H.D and struggles to stay on task. His lack of growth is most likely due to his inability to stay focused on the material and on the test questions. The other student, Natalie, who did not show any growth actually scored lower on her post-test. Natalie is our lowest level reader (0.6) and can barely decode the simplest of words. We are in the process of evaluating her for MTSS. She most likely guessed blindly at the answers when she could not read the questions. When analyzing the post-test data, I was thrilled to see that sixteen of the seventeen students correctly identified Galileo Galilei as the person who studied gravity by dropping things from the Leaning Tower of Pisa and not Humpty Dumpty. Giving a pre-test and making a KWL chart prior to this unit were both extremely beneficial techniques. They allowed me to be better prepared and have a deeper understanding of my students' needs. I would repeat many of these activities when teaching this topic, again, in my future classroom. I would absolutely use the object drop and other hands-on inquiry activities to make science more accessible and engaging.