YEAR GROUP: 5
TERM: 4
CREATIVE CURRICULUM TOPIC: FORCES
Subject National Curriculum links Outcomes/focus
Explain that unsupported objects fall towards Can explain that unsupported objects fall towards the Earth because of the force of gravity the Earth because of the force of gravity active active between the Earth and the falling object. between the Earth and the falling object. Can identify the effects of air resistance that act between moving surfaces. Identify the effects of air resistance, water Can identify the effects of friction that act between moving surfaces. Science resistance and friction, that act between moving Can identify the effects of water resistance that act between moving surfaces. 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 Printing
Working with Peter Cook on activities related to Music Be safe week topic.
Computing Use search technologies effectively, appreciate I can be discerning in evaluating digital content. how results are selected and ranked, and be I can select, use and combine a variety of software on a range of digital devices. Research discerning in evaluating digital content. I can design and create a range of programs, systems and content that accomplish given Select, use and combine a variety of software goals, including collecting, analysing, evaluating and presenting data and information. Video (including internet services) on a range of digital (creating an advert) conferencing devices to design and create a range of Video editing programs, systems and content that accomplish give goals, including collecting, analysing, evaluating and presenting data. TOPIC SCHEME OF WORK
Lesson Subject LO Success Criteria Activity (including differentiation)
1 Science Can understand the http://www.bbc.co.uk/learningzone/clips/gravity-and-its-effects-on-a-stunt- TBAT identify the terms gravity and artist/1598.html effects of air upthrust and label The video above illustrates the effects of gravity on a stunt woman when she jumps off a tower from different heights. resistance that act these on a drawing
between moving Can identify the effects 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 of air resistance that act surfaces. half. between moving The children will need to ensure that they have set up their test so that it will be fair. surfaces. Recording Can record their results The children could record their results in a table. 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. 2 Science Game – Why bother repeating? TBAT identify the TBAT identify the Provide small groups of children with some suggested statements about why we effects of air effects of air resistance 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 resistance that act that act between remaining statements are more important than others. between moving moving surfaces. Statements could include: Correct ones: surfaces. Because the first reading might not be right TBAT take repeated Because readings can be different accurate measurements Because things might be a little different, so we will need an average Because we need to check our results Because we need more evidence using a stopwatch Incorrect ones: Because we need to make the test fair TBAT explain the Because we need to measure accurately degree of trust in 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 Time taken to Time taken to Time taken to Average time of blades (cm fall (seconds) fall (seconds) fall (seconds) taken to fall squared) (seconds) 10 3 3 6 4 20 3 3 3 3 30 5 1 2 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. 3 Science Investigative fair-test– What affects how well a parachute falls? TBAT identify the Can identify the effects Begin by referring back to their results of the falling paper. Ask them to work out how effects of air of air resistance that act these results could help to make predictions about how well the parachute will fall. resistance that act between moving Now allow the children to try dropping parachutes. Show children how to make a between moving surfaces. parachute by: surfaces. 1. Tie and elastic band around a compare bear. Can use test results to 2. Tie a length of string to a corner of a square of plastic bag, pass this through make predictions to set the elastic band and tie to the corner of the bag that is diagonally across from the first corner. up further fair-tests. 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 Can plan a fair-test; which it falls. The children can record all these variables on separate post-its of the identifying the control same colour. Ask the children what evidence that could collect to show someone variables. 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 http://www.bbc.co.uk/learningzone/clips/examples-of-friction-no- narration/2177.html between moving moving surfaces. The video above provides a range of clips of friction acting between two surfaces. surfaces. Children can discuss the effects of friction. Can use test results to Skill-focussed activity – Using a force meter make predictions to set Show children force meters and point out the spring inside them. Ask them to up further fair-tests. suggest how they work. Help children to practise reading the force meter e.g. only
Can plan a fair-test; 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 Comparative test – How does the shape of an object affect how it moves through water? effects of water effects of water The context could be that a submarine company has contacted the children resistance that act resistance that act requesting some help with the design of their new mini-sub. between moving between moving 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 surfaces. surfaces. 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 Can use test results could do, using this apparatus and a small piece of plasticene, to find out which to make predictions 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 to set up further fair- bottom. The children will need to regularly pour the water into a washing-up bowl in tests. 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, Get the children to discuss when they have seen pulleys. Pictures can be allow a smaller force allow a smaller force found on the following website: to have a greater to have a greater http://www.mikids.com/SMachinesPulleys.htm effect. effect. Establish with the children that pulleys allow a smaller force to have a greater effect. Can label the forces 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 Turns Direction 0 1 2
Explore – How can you change the direction of turn and the speed of the gears?
http://education.lego.com/en-gb/preschool-and-school/upper- primary/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, Once again, the context could be a new ride at the theme park. The ‘load’ could be the people inside a pod. including levers, including levers, allow a smaller force allow a smaller force 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 to have a greater to have a greater then see how much force they need to push down on the other end to make effect. effect. 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 Mass of load (g) – i.e. Force required to lift the ruler (cm) the mass of the the load rubber
10 Art TBAT improve their Can make a stamp Model how to make a stamp for printing using cardboard and plasticine. Look at mastery of art and printing designs. Printing design techniques, Can design a suitable including printing printing. Can improve their mastery of art and design techniques, including printing