Year 5
Forces
Lessons
and
Resources
Learning Objective:
Lesson Activities:
Lesson Outcome in books:
1
Hook and baseline.
Gravity: explain that
unsupported objects fall
towards the Earth because of
the force of gravity acting
between the Earth and the
falling object;
Do alongside the Galileo lesson.
•
•
Baseline sheet.
Gravity cold task.
2
Exploring the work of famous
scientists: Galileo
1. Watch Brian Cox in the vacuum experiment.
2. Hot-seating interview with Galileo.
•
Interview question and answer
sheet.
Gravity cloze procedure
•
3
I can identify the effects of air
resistance when it acts
between moving surfaces;
I have planned a fair test to
find out about factors that
affect how quickly an object
falls and identified the
variables;
I have recorded data in tables
and calculated the mean
average of a data set;
I have made and repeated
accurate measurements using
stopwatches and rulers.
1. Watch parachute jump video.
2. In pairs, design and create a parachute with very
limited resources (2 sheets A4 paper, 1m wool, 2m
Sellotape) or similar).
3. Focus on the design before the making. Annotate
and label the design features that will maximise air
resistance.
4. Test the parachute and record the results in a
table.
5. Present results in a graph for the conclusion.
•
•
•
Parachute design with annotations.
Investigation recording sheet.
Photographs of parachutes and
testing.
Learning Objective:
Lesson Activities:
Lesson Outcome in books:
4
I can identify the effects of
water resistance when it
acts between moving
surfaces;
I have planned a fair test to
find out about factors that
affect how quickly an
object sink and identified
the variables;
I have recorded data in
tables and calculated the
mean average of a data
set.
1. Watch the videos about water resistance.
2. In pairs, design and create a boat with very limited
resources (2 sheets A4 paper, 2m Sellotape) or
similar).
3. Focus on the design before the making. Annotate
and label the design features that will maximise water
resistance.
4. Test the boats and record the results in a table.
5. Present results in a graph for the conclusion.
•
•
•
Boat design with annotations.
Investigation recording sheet.
Photographs of boats and testing.
5
I can identify the effects of
friction acting between
moving surfaces
1. Watch friction BBC live science video (short clip).
2. Do the friction book experiment.
3. Complete the friction advantages and
disadvantages sheet.
•
Friction advantages and
disadvantages sheet.
6
Simple Machines:
recognise that some
mechanisms including
levers, pulleys and gears
allow a smaller force to
have a greater effect.
1. Watch videos about simple machines.
2. Experiment with pulleys if available.
3. Look at artists’ work and discuss use of simple
machines.
4. Children create their own ‘contraptions’ using simple
machines.
•
Photos of pulley
experiments/investigations.
Artists’ inspiration sheet.
Children’s own artwork.
•
•
What do I already know
about forces?
Baseline
What investigations
could I do?
VF Class Discussion
Lesson 1
Gravity
Discuss and answer this based on what you know NOW.
What is happening in this picture and why?
COLD TASK
Watch Videos and Discuss
Gravity
(2) Gravity Compilation: Crash Course Kids - YouTube
(1) Brian Cox visits the world's biggest vacuum | Human
Universe - BBC - YouTube
Lesson 2
Galileo
(2) Horrible Science - Legendary Scientist | Galileo Galilei
| Science for Kids - YouTube
(2) Meet Galileo Galilei - YouTube
Exploring the work of significant scientists: Galileo Galilei
We explored the life and work of Galileo and then interviewed each other as him…
Tell me about your early life.
How and where did you
start out?
Tell me about what you
discovered about the
Moon and the Sun.
What experiment did you
do to investigate gravity?
Partner Work
Class Discussion
VF
Did you face any
challenges? What were
they?
LO: I can explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the
falling object.
Gravity is a force that exists throughout the known ……………….. It is a …………….
type of force that gets stronger, the …………….. an object is. For example: a planet
like Earth has gravity that is strong enough to keep things on its surface. The Moon
is smaller than Earth, and therefore has ……………… gravity. That’s why astronauts
can jump much higher on the Moon than on Earth. A large planet like Jupiter has
stronger gravity. In fact, you would feel 2.5 times heavier on Jupiter than you do on
……………..
Science books will tell you that ……………………… discovered gravity, but of
course it has always existed on Earth. Scientists knew about it even during Ancient
Greek times (more than 2000 years ago). About 500 years ago, an Italian scientist
called Galileo first proved that objects fall at the same speed, no matter how
……………. they are. About 300 years ago, Isaac Newton supposedly started
thinking about the force when an …………… fell on his head. He used maths to
build on what scientists already knew, which is why he gets the credit when it
comes to gravity.
Today, scientists use what they know about ……………… to send cameras and
measuring devices (probes) out into ……………. They use the gravity of other
planets like a sling-shot, giving a boost to these probes so that they can travel
…………. This was used on NASA’s New Horizons probe, which recently sent back
the best ever pictures of Pluto. Even with the ‘gravity boost’, New Horizons took
nearly ten years to reach …………….., which is nearly 5 billion miles away from
Earth.
Isaac Newton
weaker
universe
pulling
space
heavy
gravity
Earth
apple
Pluto
further
heavier
ANSWERS
Gravity is a force that exists throughout the known universe. It is a pulling type of force that gets
stronger, the heavier an object is. For example: a planet like Earth has gravity that is strong
enough to keep things on its surface. The Moon is smaller than Earth, and therefore has weaker
gravity. That’s why astronauts can jump much higher on the Moon than on Earth. A large planet
like Jupiter has stronger gravity. In fact, you would feel 2.5 times heavier on Jupiter than you do
on Earth.
Science books will tell you that Isaac Newton discovered gravity, but of course it has always
existed on Earth. Scientists knew about it even during Ancient Greek times (more than 2000 years
ago). About 500 years ago, an Italian scientist called Galileo first proved that objects fall at the
same speed, no matter how heavy they are. About 300 years ago, Isaac Newton supposedly
started thinking about the force when an apple fell on his head. He used maths to build on what
scientists already knew, which is why he gets the credit when it comes to gravity.
Today, scientists use what they know about gravity to send cameras and measuring devices
(probes) out into space. They use the gravity of other planets like a sling-shot, giving a boost to
these probes so that they can travel further. This was used on NASA’s New Horizons probe, which
recently sent back the best ever pictures of Pluto. Even with the ‘gravity boost’, New Horizons
took nearly ten years to reach Pluto, which is nearly 5 billion miles away from Earth.
Lesson 3
Air Resistance
Your challenge is to design and make a prototype
parachute to keep you safe if a plane were to
crash!
Sketch your design and write a set of steps that you
will follow to create your parachute.
What do you think makes parachutes work?
Let’s find out what makes parachutes work!
(1) GCSE Science Revision - How Forces affect a
Skydiver - YouTube
•
•
•
•
I can identify the effects of air resistance when it acts between moving surfaces;
I have planned a fair test to find out about factors that affect how quickly an object
falls and identified the variables;
I have recorded data in tables and calculated the mean average of a data set;
I have made and repeated accurate measurements using stopwatches and rulers.
Your challenge is to design and make a prototype parachute to
keep you safe if a plane were to crash! Design a parachute that
will produce the most air resistance (fall the slowest) and record
the results in a table. Use your results to create a graph to help
you analyse the data. Use your knowledge of air resistance to
explain the results.
How will I make the investigation a fair test? (variables)
Group:
Time:
Group:
How have I thought about air resistance in my design?
What is the mean (average)
time of the class
parachutes?
Time:
•
•
•
•
I can identify the effects of air resistance when it acts between moving
surfaces;
I have planned a fair test to find out about factors that affect how quickly
an object falls and identified the variables;
I have recorded data in tables and calculated the mean average of a
data set;
I have made and repeated accurate measurements using stopwatches
and rulers.
Our Results and Conclusion!
The parachute that created the most air
resistance was the one designed by Group
…….. I think this design was the most successful
because………………………………………………
…………………………………………………………
…………………………………………………………
……………………………….. It took …………
seconds to fall. This was …………. Seconds
longer than Group …...’s, which was the
fastest to fall. Because it fell fast, this tells me
that the parachute generated ……… air
resistance. I think it created less air resistance
because………………………………………………
…………………………………………………………
…………………………………………………………
Lesson 4
Water Resistance
Your challenge is to design and make a boat that
will create the most water resistance.
Sketch your design and write a set of steps that you
will follow to create your boat.
What do you think creates the most water
resistance?
Let’s find out what creates water resistance!
(1) Investigating air and water resistance | Physics – The
Bloodhound Adventure - YouTube
(1) Upthrust | BBC Bitesize | science - YouTube
•
•
•
I can identify the effects of water resistance when it acts between moving surfaces;
I have planned a fair test to find out about factors that affect how quickly an object
sink and identified the variables;
I have recorded data in tables and calculated the mean average of a data set;
Your challenge is to design and make a prototype boat.
Design a boat that will produce the most water resistance
(take the most weight) and record the results in a table. Use
your results to create a graph to help you analyse the data.
Use your knowledge of water resistance to explain the
results.
How will I make the investigation a fair test? (variables)
Group:
Weight:
Group:
How have I thought about water resistance in my design?
What is the mean (average)
weight capacity of the class
boats?
Weight:
•
•
•
I can identify the effects of water resistance when it acts between moving
surfaces;
I have planned a fair test to find out about factors that affect how quickly
an object sink and identified the variables;
I have recorded data in tables and calculated the mean average of a
data set;
Our Results and Conclusion!
The boat that created the most water
resistance was the one designed by Group
…….. I think this design was the most
successful because
…………………………………………………………
…………………………………………………………
…………………………………………… It took
………… grams to sink it. This was ………….
Grams more than Group …...’s, which was the
fastest to sink. Because it sank first, this tells me
that the boat design generated ……… water
resistance. I think it created less water
resistance because
…………………………………………………………
…………………………………………………………
…………………………………………………………
Watch the ‘shorter
clip’ about friction.
Lesson 6
Friction
Terrific Scientific Forces - Live Lesson: Additional video clips BBC Teach
LO: I can identify the effects of friction acting between moving surfaces
For each of the pictures, say how friction
affects it. Say whether less or more friction
is an advantage or disadvantage.
Lesson 7
Simple Machines
LO: I understand that levers and pulleys cause a
smaller force to have a greater effect.
https://www.youtube.com/watch?v=9T7tGosXM58
https://www.youtube.com/watch?v=YlYEi0PgG1g
Outdoor learning lesson with pulleys if possible.
LO: I understand that simple machines cause a smaller force to
have a greater effect.
William Heath Robinson: 1872 - 1944, London
In 1887 Robinson went to art school in London;
Famous for humorous drawings, which appeared in English
And American publications;
Before World War I he had achieved a worldwide
reputation.
His drawings are particularly notable for the fun he made
of machinery.
A ludicrously impractical or elaborate machine came to be
called “a Heath Robinson contraption.”
American Artist – Rube Goldberg
LO: I understand that simple machines
cause a smaller force to have a greater
Your task: Design a way
effect.
to solve the following
problem:
• Waking someone up
in the morning;
• Getting supplies up to
a tree house;
• Making a pizza
LO: I understand that simple machines cause a smaller force to have a greater effect.
We explored the work of artists Heath
Robinson and Rube Goldberg – who both
use the power of simple machines in their
work…
Your task: Design a way to solve the following problem:
• Waking someone up in the morning;
•
Getting supplies up to a tree house;
Please label and annotate with which
• Making a pizza.
simple machines you have used and
what they will do in your design…