YEAR GROUP: 5
TERM: 4
CREATIVE CURRICULUM TOPIC: FORCES
Subject
National Curriculum links
Explain that unsupported objects fall towards
the Earth because of the force of gravity active
between the Earth and the falling object.
Science
Identify the effects of air resistance, water
resistance and friction, that act between moving
surfaces.
Outcomes/focus

Can explain that unsupported objects fall towards the Earth because of the force of gravity
active between the Earth and the falling object.




Can identify the effects of air resistance that act between moving surfaces.
Can identify the effects of friction that act between moving surfaces.
Can identify the effects of water resistance that act between moving surfaces.
Can recognise that some mechanisms including levers, pulleys and gears allow a small force
to have a greater effect.
Recognise that some mechanisms including
levers, pulleys and gears allow a small force to
have a greater effect.
History
NO HISTORY
Geography
NO GEOGRAPHY
DT
NO DT
Art
Music
Computing
Printing

Working with Peter Cook on activities related to
Be safe week topic.
Use search technologies effectively, appreciate
how results are selected and ranked, and be

I can be discerning in evaluating digital content.
Research
Video
conferencing
Video editing
discerning in evaluating digital content.
Select, use and combine a variety of software
(including internet services) on a range of digital
devices to design and create a range of
programs, systems and content that accomplish
give goals, including collecting, analysing,
evaluating and presenting data.


I can select, use and combine a variety of software on a range of digital devices.
I can design and create a range of programs, systems and content that accomplish given
goals, including collecting, analysing, evaluating and presenting data and information.
(creating an advert)

TOPIC SCHEME OF WORK
Lesson
1
Subject
Science
LO
TBAT identify the
effects of air
resistance that act
between moving
surfaces.
Success Criteria
Can understand the
terms gravity and
upthrust and label
these on a drawing
Can identify the effects
of air resistance that act
between moving
surfaces.
Can record their results
in a table.
2
Science
TBAT identify the
TBAT identify the
effects of air
effects of air resistance
resistance that act
that act between
between moving
moving surfaces.
surfaces.
TBAT take repeated
accurate measurements
Activity (including differentiation)
http://www.bbc.co.uk/learningzone/clips/gravity-and-its-effects-on-a-stuntartist/1598.html
The video above illustrates the effects of gravity on a stunt woman when she jumps
off a tower from different heights.
You could link this test to the video; a sheet of paper could represent the stunt
woman. The paper could be crunched up as a ball, left as a sheet and even folded in
half.
The children will need to ensure that they have set up their test so that it will be fair.
Recording
The children could record their results in a table.
The children could use drawings to explain their results; using the words
‘gravity’ and upthrust’. They must use arrows to show the direction of the
forces.
Game – Why bother repeating?
Provide small groups of children with some suggested statements about why we
might take repeated measurements in an investigation. They must first decide which
ones are incorrect, and place these to one side. They could then decide if any of the
remaining statements are more important than others.
Statements could include:
Correct ones:
 Because the first reading might not be right
 Because readings can be different
 Because things might be a little different, so we will need an average
 Because we need to check our results
using a stopwatch
TBAT explain the
degree of trust in

Because we need more evidence
Incorrect ones:
 Because we need to make the test fair
 Because we need to measure accurately
 Because we need to all have a go
results.
Illustrative fair-test – How does the surface are of the blades affect the time it
takes the spinner to fall?
Show the children some images of autogyros. Inform them that they are going to be
finding out how the length of the blades on an autogyro affects how quickly it falls.
Begin by the children exploring how a spinner falls.
Discuss with the children how they can work out the surface are of the blades.
The children could decide on how to perform their test fairly, and how to record their
results.
Use this also as an opportunity to discuss reliability. By performing the test more
than once for each of the conditions, the children could end up with more reliable
data.
Recording
Children can perform their investigation and record their results in a suitable form;
e.g. table and/or bar chart.
Conclusions can be drawn with labels providing explanations.
Evaluating the reliability - In order to help children develop their concept of
reliability, show the following table of results on the board. Even though in this
instance the scientist has performed repeated measurements, there is some ‘dodgy
data’ that does not fit an overall pattern of results. Ask children to help identify the
dodgy data.
Surface area
of blades (cm
squared)
10
20
30
3
Science
TBAT identify the
Can identify the effects
effects of air
of air resistance that act
resistance that act
between moving
between moving
surfaces.
surfaces.
Can use test results to
make predictions to set
up further fair-tests.
Can plan a fair-test;
identifying the control
variables.
Time taken to
fall (seconds)
Time taken to
fall (seconds)
Time taken to
fall (seconds)
3
3
5
3
3
1
6
3
2
Average time
taken to fall
(seconds)
4
3
2.6
The children can provide an explanation as to the degrees of trust they can
have in their own data. They might record that they tried to make their results
reliable by repeating their measurements, but it was difficult to accurately
measure the time that the spinner fell.
Investigative fair-test– What affects how well a parachute falls?
Begin by referring back to their results of the falling paper. Ask them to work out
how these results could help to make predictions about how well the parachute will
fall.
Now allow the children to try dropping parachutes. Show children how to make a
parachute by:
1.
2.
Tie and elastic band around a compare bear.
Tie a length of string to a corner of a square of plastic bag, pass this through
the elastic band and tie to the corner of the bag that is diagonally across
from the first corner.
3. Repeat ‘2’ using a piece of string starting from one of the other corners.
Ask them what about the parachute (including string and bear) affects the rate at
which it falls. The children can record all these variables on separate post-its of the
same colour. Ask the children what evidence that could collect to show someone
how the parachute falls under different conditions. These variables can also be
recorded on separate post-its of a different colour.
The children should use a post-it of each colour to create their own investigations;
e.g. ‘How does the surface area of the parachute affect the time it takes to fall?’
Health and Safety – Children are not allowed to stand on anything that has not been
tested for this purpose. They could stand on benches in the hall.
Recording
Results could be recorded in a table/bar chart.
Conclusions can be supported with drawings.
4
Science
TBAT identify the
Can identify the effects
Hook – Where can we find examples of friction?
effects of friction
of friction between
between moving
moving surfaces.
http://www.bbc.co.uk/learningzone/clips/examples-of-friction-nonarration/2177.html
surfaces.
Can use test results to
make predictions to set
up further fair-tests.
Can plan a fair-test;
The video above provides a range of clips of friction acting between two surfaces.
Children can discuss the effects of friction.
Skill-focussed activity – Using a force meter
Show children force meters and point out the spring inside them. Ask them to
suggest how they work. Help children to practise reading the force meter e.g. only
using little fingers – try to stop at say 3 Newtons without looking.
identifying the control
variables.
Illustrative fair-test investigation – Which trainer provides the best grip?
The children could be testing out trainers for a formula 1 driver who needs a lot of
grip between his trainer and the pedals. They can decide how they will measure the
amount of friction created between the trainers and a surface. For example, they
could pull the trainer with a Newton/ force meter until it starts to move.
Alternatively, they could place them at the top of a plank and then move the plank
upwards at the end. Children can measure the angle of the ramp when the trainer
starts to move.
Recording
The children can draw what they did.
They can explain what they found out.
Investigative fair-test Investigation – What affects how well the tub travels?
You could set this investigation in the context of a theme park. The owners want to
create a ride where the carriage in which people are sitting is flung forward by a
massive elastic band. They want to know what affects how well this carriage will
travel.
To start with, allow the children to explore how to propel the tub using an elastic
band stretched between the legs of a chair. Now ask them to use the results from
their shoe investigation to help to make predictions for this investigation.
Again, the children can plan their own investigation. Their group might want to
change: the number of elastic bands, how far back it is pulled, the surface on which it
is travelling, etc.
Recording
Like the investigations above, results can be recorded in a table/bar
chart, and conclusions can be annotated drawings.
5
Science
TBAT identify the
Can identify the
effects of water
effects of water
resistance that act
resistance that act
between moving
between moving
surfaces.
surfaces.
Can use test results
to make predictions
to set up further fairtests.
Comparative test – How does the shape of an object affect how it moves through
water?
The context could be that a submarine company has contacted the children
requesting some help with the design of their new mini-sub.
Ask children to describe what it is like to walk through water e.g. in a swimming pool
and to suggest why it is difficult. Elicit their ideas about why fish and boats can move
through water with relative ease. If necessary, prompt them to think about shape.
Show children a tall cylinder filled with water and talk with them about what they
could do, using this apparatus and a small piece of plasticene, to find out which
shapes move easily through water. Help children to decide what to measure e.g. time
from dropping the plasticene into the cylinder until it gets halfway down or to the
bottom. The children will need to regularly pour the water into a washing-up bowl in
order to remove the plasticene. Alternatively, you can try tying piece of string to the
blue tack
Recording
The results can be recorded in a table. Conclusions will need to relate the shape of
the plasticene and the resistance with the water.
.
Problem-solving – Can you make the blue tac fall in … seconds?
The submarine company are now being specific about the rate at which the
submarine must be able to descend in the water.
The children will need to use what they have leant about the shape of the blue tac in
relation to the amount of water resistance in order to make a shape that will fall in a
set amount of time.
Problem-solving 2 – Make a submarine that will transport a person to the bottom
of the cylinder in … seconds.
Children can place a compare bear (possibly with some coins) into a water tight
canister (like the old film canisters). They might need to change the shape of the
capsule to make it fall in the time required.
6
Science
TBAT recognise that
Can recognise that
Exploring pulleys – How do pulleys work?
some mechanisms,
some mechanisms,
The context could be pulleys on a crane.
including pulleys,
including pulleys,
allow a smaller force
allow a smaller force
Get the children to discuss when they have seen pulleys. Pictures can be
found on the following website:
to have a greater
to have a greater
http://www.mikids.com/SMachinesPulleys.htm
effect.
effect.
Can label the forces
Establish with the children that pulleys allow a smaller force to have a greater
effect.
on a diagram
Challenge the children to find out how much mass must be placed in the top
cup to make the one at the bottom lift off the ground. They can begin with no
pulley by simply placing the string over the wooden pole. They can then try
one and then two pulleys.
Recording
The children can record in a table the amount of mass added to make the tub
lift next to the number of pulleys.
7
Science
TBAT recognise that
Can recognise that
Explore – How do gears work?
some mechanisms,
some mechanisms,
Context – discuss the gears that can be found on bikes.
including gears,
including gears, allow
allow a smaller force
a smaller force to
to have a greater
have a greater effect.
effect.
Can record results in a
table
Can explain findings
using scientific
vocabulary
1. Put one axle in each of the small gears.
2. Find or make a mark on one tooth on each gear.
3. Use the stickers to label one gear as the driver, ‘D’, and one as the
follower, ‘F’. The driver will move the follower.
4. Put these two gears on the base board with the marked teeth
touching.
5. Turn the driver one complete time around in a clockwise direction.
Watch the follower as you do. Record how many times the follower
turns and in what direction.
6. Now put another gear between the driver and the follower as in the
second picture above. Turn the driver as in step 5 and record what
happens to the follower.
7. Repeat this procedure with two gears between the driver and
follower.
Recording
Number of gears
0
1
2
Turns
Direction
Explore – How can you change the direction of turn and the speed of
the gears?
http://education.lego.com/en-gb/preschool-and-school/upperprimary/8plus-machines-and-mechanisms/constructopedia
This Lego website above clearly demonstrates a range of gear
combinations. The children could try to re-create some of these.
http://gears.sariel.pl/
The Lego website above allows children to change the type of driver
and follower gears. By doing this, the website will calculate the relative
speed of the follower.
8
Science
TBAT recognise that
Can recognise that
Exploring levers
some mechanisms,
some mechanisms,
including levers,
including levers,
Once again, the context could be a new ride at the theme park. The ‘load’
could be the people inside a pod.
allow a smaller force
allow a smaller force
to have a greater
to have a greater
effect.
effect.
Allow children to set up a basic lever: place a hexagonal shaped pencil on the
table and lay a ruler across it. Children can try to add masses on one end and
then see how much force they need to push down on the other end to make
the ruler horizontal.
Can record results in a
table
Can explain findings
using scientific
vocabulary
Pattern-seeking – How much force is required at when the fulcrum is in
different place to lift a mass at the other end?
Label one end of the ruler with ‘L’ post it (load). Label the other end with a ‘F’
post-it for ‘force’. Place a rubber at the ‘L’ end. Place the fulcrum (pencil)
under the middle of the rule. Add masses to the ‘F’ end of the ruler. Find out
how many grams were required to lift the load to horizontal. The children
could work out how much force this is (100g = 1 Newton). The children can
then try moving the fulcrum to find out what affect this has on the amount of
force required to lift the load to horizontal.
Recording
Place of fulcrum along
the ruler (cm)
10
Art
Printing
TBAT improve their
mastery of art and
design techniques,
including printing
Can make a stamp
Can design a suitable
printing.
Can improve their
mastery of art and
design techniques,
including printing
Mass of load (g) – i.e.
the mass of the
rubber
Force required to lift
the load
Model how to make a stamp for printing using cardboard and plasticine. Look at
printing designs.