Autumn

Scheme of learning

Year 5

© White Rose Education 2023

The White Rose Science schemes of learning

Schemes of learning Working practically

Our research-based schemes of learning are designed to teach Research shows that children learn best from a ‘hands on and
the aims and objectives of the National Curriculum. heads on’ approach whereby practical activities are engaging
and relevant. This features throughout our schemes of learning.
Content over time
Our schemes are written for content rather than time. This Experiments
ensures that children are developing a solid understanding of Children carry out experiments following a plan,
scientific processes and concepts. investigate and evaluate (KS2) model. Children plan
their investigations, carry out their experiments and
Substantive knowledge conclude and provide evaluations.
Our schemes of learning ensure full coverage of the scientific
content as stated within the National Curriculum. Modelling
Modelling is used wherever possible to explain abstract
Disciplinary knowledge (Working scientifically) scientific ideas and concepts. This makes it easier for children
to apply their knowledge and improve their understanding. In
Each step has Year 5 | Autumn term | Block 1 – Forces | Step 1
Upper KS2, children are introduced to the limitations of models.
a working Friction

scientifically skill
Outdoor learning
Notes and guidance Key questions

focus. Working In Year 3, children were introduced to the concept of forces

and explored friction. Children should know that friction is a
contact force between two surfaces that are trying to move
•
•
What is meant by a force?
What is meant by a contact force?

•
scientifically Children are encouraged to work outside the classroom
across each other. What is friction?

In this small step, children recap what friction is and look at • How is friction caused?
the effects of friction. They should understand that friction • What are some examples of where friction occurs?

skills are wherever possible to help provide relevancy to scientific

always works in the opposite direction to that in which the
object is moving. • How can friction help us?

Children also explore how friction is useful in everyday life • What happens when two sticks are rubbed together?

•
developed concepts.
including real-life examples, such as car tyres and the brakes Does friction only occur between rough surfaces?
on a bicycle wheel. Explain how you know.

across years and

Things to look out for

year groups. • Children may think friction only occurs when two
surfaces are moving. Clarify that friction occurs even
National curriculum links
• Identify the effects of air resistance, water resistance and
Scientific enquiry
when the two surfaces are not moving. friction that act between moving surfaces.

• •
They may think that friction only occurs between
rough surfaces. It also occurs between smooth
surfaces such as glass.
There is one enquiry question per block covering the
Working scientifically − Use relevant scientific language
and illustrations to discuss, communicate and justify their
scientific ideas (non-statutory).

© White Rose Education 2023 five enquiry types. This allows children to develop
answers to a range of relevant scientific questions.

© White Rose Education 2023

Teacher guidance
Every block in our schemes of learning is broken down into manageable small steps, and we provide
comprehensive teacher guidance for each one. Here are the features included in each step.
Notes and guidance
that provide an overview
of the content of the
step and ideas for
teaching, along with
advice on progression
and where a topic fits
within the curriculum.
Things to look out
for, which highlights
common mistakes,
misconceptions and
areas that may require
additional support.
Year 3 | Autumn term | Block 1 – Skeletons | Step 1
Name and identify bones in the human body Key questions that can
be posed to children
Notes and guidance Key questions to develop their
In this small step, children explore the human skeleton for the • How many bones are there in the human skeleton?
scientific understanding
first time by naming and identifying bones. There are lots of
bones in the human skeleton, many of which have complex
• Where is the skull found in the skeleton?
names. The focus of this small step is on the skull, femur, • Where is the femur found? and reasoning skills.
pelvis, spine and ribcage. By the end of this step, children • Where is the pelvis found in the skeleton?
should be able to name, identify and locate these bones in the
• Where is the ribcage found?
human body.
The enquiry question for this block is “How can we sort and • Where is the spine found in the skeleton?
group animals based on their skeletons?” This is an identifying,
grouping and classifying enquiry. Within this step, children can
create relevant questions to begin the enquiry process.
Enquiry question
• How can we sort and group animals based on their skeletons?
Things to look out for
National curriculum links
• Children may think that the skeleton is one large bone,
rather than a collection of bones.
• Identify that humans and some other animals have
• They may believe that bones in the body do not have skeletons and muscles for support, protection and
specific names, for example, they may think all bones in movement.
the leg are called “leg bones”.
• Working scientifically – Asking relevant questions
• Children may think that the arms and legs are one long and using different types of scientific enquiries to
Enquiry questions are
bone, rather than made up of multiple bones. answer them.
© White Rose Education 2023
highlighted when
children are undertaking
the scientific enquiry
National Curriculum links process. Each block has
to indicate the objective(s) one enquiry question
being addressed by and there is coverage of
the step. the five enquiry types
across a year.
© White Rose Education 2023
Teacher guidance

Relevant and
The key vocabulary purposeful practical
During experiment steps, section highlights ideas to encourage a
experiment variables and essential vocabulary ‘hands on and heads
equipment are clearly identified. and definitions. on’ approach.

Year 5 | Autumn term | Block 1 – Forces | Step 3 Year 3 | Autumn term | Block 1 – Skeletons | Step 2

Plan – parachute experiment Functions of the skeleton

Experiment variables Experiment information Key vocabulary Practical ideas

• Independent variable (what will change) – the surface area
Equipment needed • Children could work in pairs
of the parachute. Skull – The bones to draw around the outline of
• Plastic bags • Stopwatch in the head that their partner’s body on large
• Scissors • Scales Ribcage – Curved protect the brain. sheets of paper. Children can
• 12 pieces of string 30 cm each • Modelling clay to attach to bones in the chest then correctly identify and
• Ruler the strings that protect the label the locations of the bones
• 12 paper clips heart and lungs. learnt in Step 1

• Dependent variable (what will be measured) – the time taken

Practical activity
skull ribcage femur pelvis spine
for the parachute to fall to the ground. Spine – A group Pelvis – A rounded
• Put children in small groups. of small bones “bowl-like“ set They should then describe the functions of each of the bones.
(Note: If drawing round a partner’s body is not appropriate,
Give each group the equipment needed for the experiment. stacked on top of bones which
of each other connect the spine a printed outline could be used.)
Children should identify what the equipment is and why it is
in the back to the legs.
used within the experiment.
that support
Factual knowledge
movement.
• Controlled variables (what is kept the same) – the material Femur – A long
that the three parachutes are made from, the object that is
Planning sentence stems
bone in the upper • Bones have specific functions.
attached to both parachutes, and • I predict that … leg that supports • The skull protects the brain.
the height that the parachutes are
dropped from. • I think this will happen because … movement.
• The femur helps humans to stand and move.

• The independent variable will be … • The pelvis helps to support the spine.

• The controlled variables will be … • The spine helps humans to twist and be held upright.

• The ribcage protects the heart and lungs.

© White Rose Education 2023 © White Rose Education 2023

Sentence stems to help promote Factual knowledge written

the use of scientific talk in the in clear, child-friendly
classroom. language.

© White Rose Education 2023

Symbols

Key Stage 1 and 2 symbols Sustainability

The following symbols are used to indicate: Sustainability blocks are highlighted with a leaf symbol.

Children are answering an Yearly overview

The yearly overview provides suggested timings for each
block of learning, which can be adapted to suit different
term dates or other requirements.

enquiry question. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12

Forces Space

Global warming

Consolidation
Autumn term
Highlights when and how
health and safety measures
Properties of materials Animals including humans Life cycles

Spring term
need adhering to.
Reproduction A Reversible and Reproduction

Plastic pollution
Summer term
irreversible changes B
Consolidation

An outside activity or one that uses

resources from nature.
© White Rose Education 2023

Each year group has two blocks dedicated to sustainability. We want to

help children to:
Children talk about and compare
their answers and reasoning.
A question that should really
make children think. The question
may be structured differently or
require a different approach from
others and/or tease out common
misconceptions.
Understand the current issues around sustainability and
climate change.
Identify that they have a role to play in creating a more sustainable
future for themselves and others.
Think of ways to make a positive impact on their local and wider
environments.
Have a positive and proactive mindset when it comes to making
sustainable changes.

© White Rose Education 2023

Premium supporting materials

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© White Rose Educatio
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© White Rose Education 2023

 Meet the characters
Our class of characters brings the schemes to life and will be sure to
engage learners of all ages and prior attainments. Follow the children and
their class pet, Diddy the duck, as they explore new scientific concepts and ideas.

Alex Sam
Teddy Dora
Ron Rosie
Mrs Kha Tommy Kim
n

Jack Eva
Mo Whitney
Amir Annie

Dexter

Jo Max
Diddy

© White Rose Education 2023

 The yearly overview provides suggested timings for each
The yearly overview provides suggested timings for each
Yearly overview block of learning, which can be adapted to suit different
block of learning, which can be adapted to suit different
term dates or other requirements.
term dates or other requirements.

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12

Forces Space

Consolidation
Globalwarming

Consolidation
Autumn term

warming
Global
Properties of materials Animals including humans Life cycles
Spring term

Reproduction A Reversible and Reproduction

Reproduction Consolidation

Plasticpollution
Summer term

irreversible changes BB
Consolidation

pollution
Plastic

©
© White
White Rose
Rose Education
Education 2023
2023
Autumn Block 1

Forces

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces

Small steps

Step 1 Friction

Step 2 Air resistance

Step 3 Plan – parachute experiment

Step 4 Investigate – parachute experiment

Step 5 Evaluate – parachute experiment

Step 6 Plan – water resistance

Step 7 Investigate – water resistance

Step 8 Explore gravity

Step 9 Use small forces for greater effects

© White Rose Education 2023

Key resources

Step 1 – Friction Step 4 – Investigate – Parachute experiment

• • Plastic bags
250

Modelling clay 200

• Piece of wood to use as a ramp • Scissors 150

000000

• Block of wood • ....Pieces of string 30cm each

100

250

.00
• • Ruler
50

Ice cubes 200

• Metre stick 150

000000

• Stopwatch
100

Step 2 – Air resistance

.....00
• Scales
50

• Pieces of A4 paper
• Modelling clay to attach to the strings
Step 5 – Evaluate – Parachute experiment

• Cupcake cases

• Paper to make paper aeroplanes

Step 3 – Plan – Parachute experiment and paper helicopters

• Plastic bags • Stopwatch • Sycamore seeds

• Scissors • Scales • Pictures of aircraft over time,

such as biplanes and fighter jets
• Pieces of string 30cm each • Modelling clay to attach
to the strings
• Ruler

• Metre stick

© White Rose Education 2023

Key resources

Step 6 – Plan - Water resistance Step 8 – Gravity

• Tall measuring cylinder • Modelling clay

or plasticine
• Scales
•
1 litre 1 litre
Scales
• Water
900 ml 900 ml

•
800 ml 800 ml
Metre ruler
• Modelling
700 ml
600 ml
clay 700 ml
600 ml

• Stopwatch
500 ml
400 ml
500 ml
400 ml
Step 9 – Use small forces for greater effects
• Ruler
300 ml 300 ml

•
200 ml 200 ml
100 ml 100 ml Tin of paint

• Two pence piece

• Screwdriver

Step 7 – Investigate water resistance

• Tall measuring cylinder

• Scales

• Water

• Modelling clay

• Stopwatch

• Ruler

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces | Step 1

Friction

Notes and guidance Key questions

In Year 3, children were introduced to the concept of forces • What is meant by a force?
and explored friction. Children should know that friction is a
contact force between two surfaces that are trying to move
• What is meant by a contact force?

across each other. • What is friction?

In this small step, children recap what friction is and look at • How is friction caused?
the effects of friction. They should understand that friction • What are some examples of where friction occurs?
always works in the opposite direction to that in which the
object is moving. • How can friction help us?

Children also explore how friction is useful in everyday life • What happens when two sticks are rubbed together?

including real-life examples, such as car tyres and the brakes • Does friction only occur between rough surfaces?
on a bicycle wheel. Explain how you know.

Things to look out for

National curriculum links
• Children may think friction only occurs when two
surfaces are moving. Clarify that friction occurs even • Identify the effects of air resistance, water resistance and
when the two surfaces are not moving. friction that act between moving surfaces.

• They may think that friction only occurs between • Working scientifically − Use relevant scientific language
rough surfaces. It also occurs between smooth and illustrations to discuss, communicate and justify their
surfaces such as glass. scientific ideas (non-statutory).

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces | Step 1
Friction
Key vocabulary
• Force – Pushes and pulls in a certain direction. A force can
change the speed or shape of an object.
• Contact force – A force between two objects that are
touching each other.
• Friction – The contact force between two surfaces that are
touching each other.
• Motion – The process of an object moving in a certain
direction.
Practical ideas
• Put a piece of ice and a piece of wood on
a ramp. Tilt the ramp until the two objects
move.
Get the children to discuss why the ice
moves first.
• Use a bicycle that is turned upside-down.
Carefully spin one of the wheels and watch what happens.
Repeat but this time apply the brakes.
Ask the children what they notice about the two investigations.
Factual knowledge
• Friction can stop or slow down a moving object.
• A stationary object will only move when the force applied is greater
than the friction, which acts in the opposite direction to the movement.
• Friction produces heat, which we feel when we rub our hands
together.
• Friction can cause some materials to wear away, such as pencils.
• Friction has many useful applications, such as in vehicle brakes,
using sandpaper and walking on firm ground.
© White Rose Education 2023
Year 5 | Autumn term | Block 1 – Forces | Step 2
Air resistance
Notes and guidance
In this small step, children build on their knowledge of friction
to look at air resistance. Children learn that air resistance is a
type of friction that occurs between air and another material.
The effects and benefits of air resistance in everyday life
will also be covered. Children learn how the amount of air
resistance is affected by the size and shape of an object and
how this is used to help us design objects.
It is important that children are shown a wide range of real-life
examples of air resistance, such as trains and aeroplanes, to
ensure they do not form a misconception that air resistance
only occurs when something is falling in a downward motion.
Things to look out for
• Children may think that because forces are invisible,
they do not cause changes in objects. As air resistance
is a force, it can also change an object’s speed, shape
or direction.
• Children may believe that no air resistance is acting on
an object if the object is travelling at the same speed in a
straight line.
Key questions
• What is air resistance?
• What does air resistance do to moving objects?
• Why is air resistance a friction force?
• What happens when a skydiver opens their parachute?
• How are aeroplanes and trains designed to reduce air
resistance?
• Why is it important for trains and aeroplanes to reduce air
resistance when travelling at speed?
• How does speed affect the amount of air resistance?
National curriculum links
• Identify the effects of air resistance, water resistance and
friction, that act between moving surfaces.
• Working scientifically – Recognise which secondary
sources will be most useful to research their ideas
(non-statutory).
© White Rose Education 2023
Year 5 | Autumn term | Block 1 – Forces | Step 2

Air resistance

Key vocabulary Practical ideas

• Air resistance – A type of friction between air and • Give the children two pieces of paper.
another object. Ask them to fold one piece very small and leave the other piece large.
Ask children to move the two pieces through the air and note down
their findings.

• Get two pieces of A4 paper.

• Drag – Another word used as an alternative to air resistance. Scrunch one up into a ball and
keep one flat.
Ask the children what they
think will happen when they
are dropped.
• Parachute – An object that slows a skydiver down.
Explain this in terms of air
resistance.

Factual knowledge
• Force – Pushes and pulls in a certain direction. A force can
• Air resistance is a friction force between the air and a moving object.
change the speed or shape of an object.
• Air resistance is greater when the surface area of the moving object
is large.

• Parachutes have a large surface area, so they have a greater air

resistance and slow the skydiver down.

• Air resistance increases with speed.

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces | Step 3

Plan – parachute experiment

Notes and guidance Key questions

Over the next three steps, children carry out a fair test to
investigate whether the surface area of a parachute affects the
• How will the parachute be designed?

time it takes to fall to the ground. • What materials and equipment are needed?

In this small step, children plan their parachute experiment, • Which variable will you change (the independent variable)?
make predictions and identify variables. It is essential that they
identify the experiment equipment and explain why it is used.
• Which variable will you measure (the dependent variable)?

When planning, children use the terms “dependent” and

• Which variables will you keep the same (the control variables)?

“independent variable” for the first time. These are defined in
the key vocabulary for guidance. Children also need to know
which variables need to be controlled and why.
• Make a prediction. What do you think will happen?
Enquiry question
• Does the surface area of a parachute affect how long it takes
for it to fall to the ground?

Things to look out for

• When planning the investigation, children may confuse
National curriculum links
the variables.

• Children may need extra support when identifying
the equipment that is most suitable to use in their
experiment.
• Children may need to recap how to use a stopwatch to
record time accurately.
• Identify the effects of air resistance, water resistance and
friction, that act between moving surfaces.
• Working scientifically − Planning different types of
scientific enquiries to answer questions, including
recognising and controlling variables where necessary.

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces | Step 3

Plan – parachute experiment

Experiment variables Experiment information

Equipment needed
• Independent variable (what will change) – The surface area
of the parachute.
• Plastic bags • Stopwatch
• Scissors • Scales
• 12 pieces of string 30 cm each • Modelling clay to attach to
• Ruler the strings

• 12 paper clips

• Dependent variable (what will be measured) – The time taken

for the parachute to fall to the ground.
Practical activity
• Put children in small groups.
Give each group the equipment needed for the experiment.
Children should identify what the equipment is and why it is
used within the experiment.

• Controlled variables (what is kept the same) –

The material that the three parachutes
Planning sentence stems
are made from, the object that is
attached to both • I predict that …
parachutes, and
the height that the
• I think this will happen because …

parachutes are • The independent/dependent variable will be …

dropped from. • The controlled variables will be …

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces | Step 4
Investigate – parachute experiment
Notes and guidance
In this small step, children carry out the parachute
investigation. To get valid results, at least three different
surface areas for the parachutes should be used.
When timing the parachute drops, children should record
time using decimals as using whole seconds would not give
accurate enough results to make a comparison. Children
should drop the parachute from the highest point they can
without compromising safety. This makes it easier for them to
record the time it takes for the parachute to fall to the ground.
Things to look out for
• Children might think that it is wind acting on the
parachute that slows it down rather than air resistance.
• Children may not know how to use the stopwatch correctly
in terms of start, stop and resetting to zero. Ensure that
children practise this before starting the investigation.
• Make sure that the parachute is spread out fully before
dropping it.
• Careful consideration must be given to the type of object
that is attached to the parachute. If it is too heavy, it will
drop too fast to time.
Key questions
• What is your prediction?
• What do you think will happen in the investigation?
Why?
• Why is it important to drop the parachutes from the same
height?
• How will the results from the investigation be recorded?
• How will the results from the investigation be reliable?
Enquiry question
• Does the surface area of a parachute affect how long it takes
for it to fall to the ground?
National curriculum links
• Identify the effects of air resistance, water resistance and
friction, that act between moving surfaces.
• Working scientifically − using a range of scientific
equipment, with increasing accuracy and precision,
taking repeat readings when appropriate.
© White Rose Education 2023
Year 5 | Autumn term | Block 1 – Forces | Step 4

Investigate – parachute experiment

Key vocabulary Experiment information

Equipment needed
• Air resistance – A type of friction between air and another
object.
• Plastic bags • Stopwatch
• Scissors • Scales
• 12 pieces of string 30 cm each • Modelling clay to attach to
• Ruler the strings

• 12 paper clips

• Streamline – Having a shape that has little resistance to a

flow of air or water.
Method
1. Cut 3 squares from a plastic bag.
10 cm × 10 cm    20 cm × 20 cm    30 cm × 30 cm
2. Cut 12 pieces of string (30 cm).
• Repeatability – The likelihood of getting similar results if
3. Measure the mass of the modelling clay so there are 3 equal
the experiment is carried out again.
masses and shape into spheres.
Time taken in seconds 4. Tie one piece of string to each paperclip.
Parachute
length (cm) 5. Pierce the paperclips through each corner of the parachute.
Attempt 1 Attempt 2 Attempt 3

10 0.5 0.3 0.6 6. Attach the 4 pieces of string to the modelling clay sphere.
7. Repeat this process to create the second and third parachute.
20 1 1.1 1.1
8. Measure the height that the parachute will be dropped from.
30 1.3 1.5 1.2
9. Drop the first parachute from the chosen height and measure
• Precision – All of the measurements obtained in an the time taken for it to hit the ground. Repeat this with the
experiment are close to each other. second and third parachute.

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces | Step 5

Evaluate – parachute experiment

Notes and guidance Key questions

In this small step, children look at the results from the • What was your prediction?
parachute investigation in Step 4. Children evaluate and
suggest improvements for their experiment.
• How does the surface area of the parachute affect the amount
of air resistance?
Children should determine that the greater the surface area of
the parachute, the more air resistance acts on the parachute
• Did your results match your prediction? Why/why not?

and hence the longer it takes to reach the ground. • How could the investigation be improved?

There are a variety of ways to extend the investigation. • What could be done differently to improve the results?
Extending an investigation is not about doing more repeats,
it is about doing something different, such as dropping the
Enquiry question
parachute from different heights or using different materials
for the parachutes.
• Does the surface area of a parachute affect how long it takes
for it to fall to the ground?

Things to look out for

National curriculum links
• If the investigation does not properly test what it is
meant to, then repeating it again will not improve • Identify the effects of air resistance, water resistance and
the results. friction, that act between moving surfaces.

• Children may not have a clear understanding of the • Working scientifically − Reporting and presenting
terms anomalous results and repeatability. Ensure findings from enquiries, including conclusions, causal
children are confident with these terms stated in the relationships and explanations of and a degree of trust
key vocabulary. in results.

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces | Step 5

Evaluate – parachute experiment

Key vocabulary Practical ideas

• Surface area – The total area of the surface of an object. • Here are some ways that the experiment can be extended.

• Cupcake paper cases can be dropped instead

of parachutes.

• Different designs for paper aeroplanes can

be tested to see which design has the lowest
air resistance and will fly the furthest.
• Anomalous result – A result that does not fit the pattern. In
maths, this is called an “outlier”. • Paper helicopters can be made and
compared to designs seen in nature,
Time taken in seconds
such as a sycamore seed.
Attempt 1 Attempt 2 Attempt 3

0.54 7.82 0.65

• Repeatability – The likelihood of getting similar results if the

experiment is carried out again.

Parachute Time taken in seconds

length (cm)
Evaluation sentence stems
Attempt 1 Attempt 2 Attempt 3

10 0.54 0.38 0.65 • I predicted that …

20 1 1.12 1.11 • My prediction was correct/incorrect because …

30 1.36 1.54 1.56 • From looking at our results, I can see that …

• Precision – When all of the measurements obtained in an • This happened because …

experiment are close to each other. • For future investigation, I would like to find out …

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces | Step 6
Plan – water resistance
Notes and guidance
In this step, children are introduced to water resistance. They
plan a comparative test to observe whether the shape of
an object affects the time it takes to fall to the bottom of a
measuring cylinder filled with water.
Children should understand that the more streamlined an
object is, the less water resistance is acting upon it. This means
that more streamlined objects will move through water more
easily and with less effort. Children can link this to real-life
examples such as sharks and dolphins.
When children complete the experiment plan, ensure they
are using the terms “independent” and “dependent” variables
correctly. They should also be able to identify variables that
they will control during the experiment.
Things to look out for
• Children may think that water resistance only occurs in
water and not in other liquids.
• Discuss ways they can improve their experiment plan,
such as controlling variables and repeating their results
to reduce the effects of anomalous results.
Key questions
• What is water resistance?
• How can water resistance be reduced?
• What does “streamline” mean?
• Which shape is the most streamlined?
• Which shape do you predict will have the least/most
water resistance?
• What is the independent variable?
• What is the dependent variable?
• What are the controlled variables?
National curriculum links
• Identify the effects of air resistance, water resistance and
friction, that act between moving surfaces.
• Working scientifically − Planning different types
of scientific enquiries to answer questions, including
recognising and controlling variables where necessary.
© White Rose Education 2023
Year 5 | Autumn term | Block 1 – Forces | Step 6
Plan – water resistance
Experiment variables
• Independent variable (what will change) – The shape of
the object being dropped in the water.
• Dependent variable (what will be measured) – The time
taken for the object to sink to the bottom.
• Controlled variables (what is kept the same) – The mass
of the three objects, the type of liquid into which the
objects are dropped (water), the height the objects are
dropped from, and the volume of water in the measuring
cylinder.
Experiment information
Equipment needed
• Tall measuring cylinder • Modelling clay
• Scales • Stopwatch
• Water • Ruler
Method
1. Fill the measuring cylinder with water.
2. Record the volume of water added to the measuring cylinder so this
can be filled up to that amount if any is lost as shapes are retrieved.
3. Use the scales to measure the mass of the three pieces of
modelling clay.
4. Make one cube, one sphere and one long cylindrical shape from the
modelling clay.
5. Measure the height that the children will drop the objects from using
a ruler. Mark this on the measuring cylinder.
6. Drop the first shape from the mark on the side of the measuring
cylinder and use the stopwatch to time how long it takes to reach
the bottom of the measuring cylinder.
7. Repeat this with the second and third shapes.
8. Repeat this process so children have three sets of results per object.
© White Rose Education 2023
Year 5 | Autumn term | Block 1 – Forces | Step 7
Investigate – water resistance
Notes and guidance
In this small step, children carry out a comparative test to
explore whether the shape of an object affects the time it takes
to fall to the bottom of a measuring cylinder. They should
understand that more streamlined objects have less water
resistance and should fall to the bottom of the measuring
cylinder more quickly.
Children should discuss their findings and make conclusions
using the data collected from the experiment. They will also
discuss ways of extending their investigation.
Extending an investigation is not about doing more repeats,
it is about doing something different, such as using different
shapes, or dropping the objects into a different liquid.
Things to look out for
• Children may think that water resistance must always
have water to create a force against an object, but water
resistance can occur in any liquid.
• Children may think that water resistance is not a type of
friction. Clarify that water resistance is a type of friction
as the water reduces the speed of the object.
Key questions
• What is water resistance?
• How can water resistance be reduced?
• What does streamline mean?
• Why is water resistance a type of friction force?
• Which shape is the most streamlined?
• Which shape will have the least water resistance? Why?
• Which shape will have the most water resistance? Why?
• Why is it important to keep the mass of the modelling clay
the same?
National curriculum links
• Identify the effects of air resistance, water resistance and
friction, that act between moving surfaces.
• Working scientifically − Taking measurements, using a
range of scientific equipment, with increasing accuracy and
precision, taking repeat readings when appropriate.
© White Rose Education 2023
Year 5 | Autumn term | Block 1 – Forces | Step 7

Investigate – water resistance

Key vocabulary Practical ideas

• Water resistance – A type of force caused by friction
slowing things down that are moving through a liquid.
Water resistance occurs in all liquids, not just water.
• Class results can be gathered and used to identify anomalous
results.
• The investigation can be extended further by dropping the objects
through different liquids, such as cooking oil.

• Discuss the similarities between the shapes of animals that swim

through water.

• Streamlined – Having a shape that has little resistance to

a flow of air or water.

• Repeatability – The likelihood of getting similar results if

the experiment is carried out again.
Evaluation sentence stems
Time taken in seconds
Shape
Attempt 1 Attempt 2 Attempt 3 • I predicted that …

Cube 1.78 1.65 1.79 • My prediction was correct/incorrect because …

Sphere 1.23 1.43 1.31 • From looking at our results, I can see that …

Cylinder 0.98 1.03 0.96 • This happened because …

• Precision – When all of the measurements obtained in an • To make our investigation more accurate, we could …

experiment are close to each other. • For future investigation, I would like to find out …

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces | Step 8

Explore gravity

Notes and guidance Key questions

In this small step, children look at gravity. Gravity is a • What is gravity?
non-contact force. It is difficult for children to understand
because it cannot be seen. All objects have gravity, but gravity • Why is gravity described as a non-contact force?

is only seen with large objects. The larger the mass of the • Do you predict heavier or lighter objects will fall to the
object, the larger the gravity. This is why the Earth has greater ground quickest? Why?
gravity than the Moon.
The force of gravity always acts towards the centre of the
• How will you test to see whether heavier objects fall to the
ground quicker than lighter objects?
Earth. This is why objects always move towards the Earth
when dropped. In this step, children should complete simple • What will you change and keep the same?
tests to explore whether heavier objects fall faster than lighter • What were your results?
objects. Children should be encouraged to create their own
investigation plan more independently, using knowledge
learnt from the previous steps.

Things to look out for

• Children may think that heavier objects will fall to the
ground quicker than lighter objects.
• Children often think that there is no gravity in space
as astronauts are often shown floating around. There
is gravity in space. The gravitational pull on the Moon
from the Earth stops the Moon drifting off into space.
National curriculum links
• Explain that unsupported objects fall towards the Earth
because of gravity acting between the Earth and the
falling object.
• Working scientifically − Identifying scientific evidence that
has been used to support or refute ideas or arguments.

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces | Step 8

Explore gravity

Key vocabulary Practical ideas

• Gravity – An invisible force that pulls things to the centre • Ask children to measure the mass of two pieces of modelling clay of
of the Earth (or other planets). different sizes.

• Weight – The pull of gravity on an object.

The greater the difference in the mass the better.
Ask children to drop the objects from the same
height at exactly the same time.
Both objects should hit the floor at the same time.
• Contact force – A force that requires direct physical
Ask children what they observed.
contact between two objects.
Children could write down their results and
conclusions.

Factual knowledge
• Non-contact force – A force that does not require
physical contact between two objects.
• Gravity is a non-contact force.

• Gravity is an invisible force that pulls things to the centre of the Earth
(or other planets).

• Heavier objects do not fall to the ground quicker than

lighter objects.

© White Rose Education 2023

Year 5 | Autumn term | Block 1 – Forces | Step 9
Use small forces for greater effects
Notes and guidance
In this small step, children look at different mechanisms
including levers, pulleys and gears. They learn that these
mechanisms are designed to make some jobs easier, by
changing a smaller force into a larger force.
Children also look at everyday uses of levers, pulleys and
gears including bicycle gears and opening tins of paint. By the
end of this step, children need to know that smaller gears with
fewer teeth will cause a faster rotation.
Children could look for examples of levers, gears and pulleys
in their classroom, school or wider area. Whenever possible,
children should link their knowledge of gears, levers and
pulleys to real-life examples to allow them to understand why
they are used.
Things to look out for
• Children may believe that the larger the gear and the
more teeth it has, then the faster the movement will be.
• Use as many real life examples of gears, levers and
pulleys to help children understand this concept.
Examples include gears on a bike, seesaws and exercise
equipment.
Key questions
• What is a gear? How do gears work?
• What is a lever? How do levers work?
• What is a pulley? How does a pulley work?
• How do levers, pulleys and gears work to allow a smaller force
to have a greater effect?
• Where can you find examples of levers, pulleys and gears in
everyday life?
• Why do you need a greater force when using a smaller lever?
• Do larger or smaller gears create a faster rotation?
National curriculum links
• Recognise that some mechanisms, including levers, pulleys
and gears, allow a smaller force to have a greater effect.
• Working scientifically − Recognise which secondary
sources will be most useful to research their ideas
(non-statutory).
© White Rose Education 2023
Year 5 | Autumn term | Block 1 – Forces | Step 9

Use small forces for greater effects

Key vocabulary Practical ideas

• Lever – A rigid bar resting on a pivot, used to move a • Use a bicycle turned upside-down and see the effect on the force
heavy load. needed and the speed of the wheels caused by changing the gears.

• Try to open a tin of paint with a two pence piece and then try to
open it with a lever such as a screwdriver. Note the difference in the
force required.

• Gear – A wheel and axle that has teeth along the wheel, • If you have a local park, look at the effects of moving children closer
to the centre of a seesaw on the force applied.
mostly used in machines to increase speed.

• Pulley – A rope or a cable on one or more wheels, used

to lift heavy objects.

Factual knowledge
• Levers, pulleys and gears are all mechanisms that will allow a smaller
force to have a greater effect.
• Machine – A device that does a particular task. Some
• Gears are wheels with teeth that allow a small force to produce a
machines make moving or lifting things easier.
larger force with greater speed.

• A lever is a machine that allows movement of heavy objects.

• Pulleys use a rope or cable through a wheel to allow lifting of heavy

objects.

© White Rose Education 2023