Awarded an OBE for Services to Education, Clive Davies has designed and built these schemes around progression and enquiry. Focus Education resources are of the highest educational quality.

Focus Education

Pzaz is a specialist, primary science provider, with schemes written for the non-specialist primary teacher. Created by a science education expert, Pzaz covers every statement of the National Curriculum for Reception to Year 6.

Reception - Year 6, Science

Pzaz

VotesforSchools provides award-winning PSHE resources to prompt discussion on challenging issues. Young people learn about everything from politics to climate change to ensure they have an informed opinion of the world, and are equipped with all they need to know when they leave school.

Years 1-6, PSHE

Votes For Schools

Created by primary specialists, Teacher of Primary offers a bank of in-depth, highly specialised lessons so that schools and teachers can focus on the particular learning goals of their setting.

EYFS-Year 6, Maths, English & Science

Teacher of Primary

PE Resources Bank firmly believes in the power of Physical Education and transforming young people’s lives. PE Resources Bank aims to provide high quality teaching materials for staff to use and promote a genuine love for learning. 

PE Resources Bank

Master The Curriculum

Striver

KS2 Gems

Guinea Pig Education

Livello is a specialist literary provider, they offer half-termly units built around highly engaging and exciting books that will inspire a love of reading while teaching comprehension, grammar and composition. Start from the books they love, succeed with strategies from Livello.

Years 1-6, English

Livello

Learning Mole uses fun and engaging animations to capture childrenâ€™s imagination and inspire curiosity. Use Learning Moleâ€™s videos as a perfect jumping off point to start great discussions and stimulate learning.

EYFS-Year 6, Maths, English, Topic & PSHE

Learning Mole

Music Playtime has been created by a Key Stage 1 and Early Years Music education specialist. The schemes are built in recognition of the fact that most primary teachers are not music specialists. Access the knowledge and the ideas you need to feel confident teaching music.

Music Playtime

1Decision

Active Music Digital

All Aboard Learning

Flashcards to add to your GCSE and A-Level revision lessons.

Years 10-13, Various

Quizlet

Sir Linkalot is the award-winning future of spelling. Students learn to spell any word they want from 'was' to 'onomatopoeia' by watching short, funny animations. Never fail a spelling test again!

Sir Linkalot

Get The Buzz! is a specialist in Maths Games for Key Stage 1 and Key Stage 2. Engaging maths games can help to build an enjoyment for maths and can consolidate learning so that all students are benefitting.

Years 1-6, Maths

Get The Buzz

All students can enjoy and improve their achievement in mathematics. It is no longer acceptable to say that only certain types of people can learn mathematics. Can Do Maths provides resources to support teachers and parents to help children and students believe they 'Can Do Maths'.

CanDo Maths

PlanBee is the hive of ready-to-use primary resources for KS1 and KS2, with time-saving resources for busy teachers!

KS1 & KS2

PlanBee

Max Maths is a specialist primary school maths provider that uses the Singapore Mastery Approach to follow the Cambridge Primary maths curriculum framework.

Max Maths

Everyone can do maths: Everyone can! White Rose is used in most UK Primary schools and is the most trusted primary maths provider in the UK. Everything White Rose offers is created by maths experts and directed at teachers using a mastery approach to teaching maths.

White Rose

Year 5 unit on Forces from Pzaz. This unit contains 5 lessons: Gravity, Friction, Air Resistance, Water Resistance, Levers. Pulleys and Gears    This unit also contains the following resources: Forces - Assessment, Forces - Answers, Forces Vocab - Assessment, Forces - Knowledge Organisers, Forces - Keywords, Forces - Risk Assessments

Forces

Year 5 Science scheme of work from Pzaz. This scheme of work includes 18 lessons, each of which takes approximately two weeks to complete. 

This scheme covers the Year 5 National Curriculum statements for, Forces, Properties and Changes of Material, Space, Animals including Humans, and Living Things and Their Habitats.

For every unit covered in this scheme (Forces, Properties and Changes of Material, Space, Animals including Humans, and Living Things and Their Habitats) there is a unit assessment with answers, keywords, vocabulary assessments, a knowledge organiser and a risk assessment. 

This scheme also includes a Key Stage 2 (KS2) working scientifically progress matrix, a knowledge progression map, a working scientifically progression map, a curriculum map for year groups,  a year 5 tracking sheet, 3 working scientifically videos for teachers, a data gathering sheet, an evaluation of investigations sheet, a planning investigations sheet, a data ladder poster, an evaluation ladder poster and a pupil working scientifically statement. 

The following lessons are included in this scheme of work:

- Gravity
- Friction
- Air Resistance
- Water Resistance
- Levers, Pulleys and Gears
- Burning
- Acid and Bicarbonate of Soda
- Dissolving, Mixtures and Changes of State
- Separation by Filtration and Sieving
- Separation by Evaporation
- Hardness
- Transparency and Magnetism
- Thermal and Electrical Conductivity
- The Solar System
- The Earth and the Moon
- The Human Life Cycle
- Animal Life Cycles and Reproduction
- Plant Reproduction

Science - Year 5 - Pzaz

Reception unit -  Science Coordinator    This unit contains: How To Use PZAZ, Assessment in Primary Science, Big Question Map, Book Lists in Science, Certificates , Coordinator Checklist, Curriculum Map for Year Groups, Data Gathering Sheet, Data Ladder Poster, Deep Dive Questions, Evaluation of Investigations Sheet, Evaluation Ladder Poster, Knowledge Progression, KS1 Teacher Assessment Exemplification, KS1 Working Scientifically Progress Matrix, KS2 Teacher Assessment Exemplification, Pzaz Lesson List for Schools, Pzaz Lesson Observation, Long Term Memory Quizzes - Years 1 - 6, Objective Labels Template, Progress Chart, Pupil voice questions, Pupil Working Scientifically Statement, Resource Plan, Sales Script, Scheme and Types of Scientific Enquiry, Scientists, Staff Meeting Sheet, Statement of Intent, What is a Scientist, Working Scientifically Progression, Working with Big Ideas of Science Education , Development Matters for EYFS, Intention and Substance Findings paper on Primary School Science, KS1 National Curriculum Assessment Statistics 2019, KS2 National Curriculum Assessment Statistics 2019, Ofsted Science Review - The features of high-quality science education, Ofsted Science Review - The features of high-quality science education

Science Coordinator

Year 5 unit on Properties and Changes of Materials from Pzaz. This unit contains 8 lessons: Burning, Acid and Bicarbonate of Soda, Dissolving, Mixtures and Changes of State, Separation by Filtration and Sieving, Separation by Evaporation, Hardness, Transparency and Magnetism, Thermal and Electrical Conductivity    This unit also contains the following resources: Properties and Changes of Materials - Assessment, Properties and Changes of Materials - Answers, Materials Vocab - Assessment, Properties and Changes of Materials - Knowledge Organisers, Materials - Keywords, Properties and Changes of Materials - Risk Assessments

Properties and Changes of Materials

Year 5 unit on Space from Pzaz. This unit contains 2 lessons: The Solar System, The Earth and the Moon    This unit also contains the following resources: Space - Assessment, Space - Answers, Space Vocab - Assessment, Earth and Space - Knowledge Organisers, Space - Keywords, Space - Risk Assessments

Earth and Space

Space

Year 5 unit on Living Things and their Habitats from Pzaz. This unit contains 2 lessons: Animal Life Cycles and Reproduction, Plant Reproduction    This unit also contains the following resources: Living Things and their Habitats - Assessment, Living Things and their Habitats - Answers, Habitats Vocab - Assessment, Living Things and their Habitats - Knowledge Organisers, Habitats - Keywords, Living things and their Habitats - Risk Assessments

Living Things and their Habitats

Curriculum Map for Year Groups

Year 5 unit on Animals including Humans from Pzaz. This unit contains 1 lessons: The Human Life Cycle    This unit also contains the following resources: Animal including Humans - Assessment, Animal including Humans - Answers, Animals Vocab - Assessment, Animals including Humans - Knowledge Organisers, Animals - Keywords, Animals Including Humans - Risk Assessments

Animals including Humans

Year 5 unit -  Y5 Knowledge Organisers    This unit contains: Forces - Knowledge Organisers, Properties and Changes of Materials - Knowledge Organisers, Earth and Space - Knowledge Organisers, Animals including Humans - Knowledge Organisers, Living Things and their Habitats - Knowledge Organisers

Year 5 Knowledge Organisers

Year 5 unit -  Y5 Risk Assessments    This unit contains: Forces - Risk Assessments, Properties and Changes of Materials - Risk Assessments, Space - Risk Assessments, Animals Including Humans - Risk Assessments, Living things and their Habitats - Risk Assessments

Year 5 Risk Assessments

Year 5 unit -  Y5 Tracking    This unit contains: Year 5 Tracking Sheet , Knowledge Progression, Curriculum Map for Year Groups, Working Scientifically Progression, KS2 Working Scientifically Progress Matrix, Data Gathering Sheet, Data Ladder Poster, Evaluation Ladder Poster, Evaluation of Investigations Sheet, Planning Investigations Sheet, Planning Ladder Poster, Pupil Working Scientifically Statement, Planning Investigations Keywords, Planning Investigations Keywords, Working Scientifically - Data Video, Working Scientifically - Planning Video, Working Scientifically - Evaluation Video

Year 5 Tracking

Year 5 unit -  Y5 Assessments    This unit contains: Forces - Assessment, Forces - Answers, Properties and Changes of Materials - Assessment, Properties and Changes of Materials - Answers, Space - Assessment, Space - Answers, Animal including Humans - Assessment, Animal including Humans - Answers, Living Things and their Habitats - Assessment, Living Things and their Habitats - Answers

Year 5 Assessments

Year 5 unit -  Y5 Key Words    This unit contains: Forces - Keywords, Materials - Keywords, Space - Keywords, Animals - Keywords, Habitats - Keywords

Year 5 Key Words

Year 5 unit -  Y5 Vocab Assessments    This unit contains: Forces Vocab - Assessment, Materials Vocab - Assessment, Space Vocab - Assessment, Animals Vocab - Assessment, Habitats Vocab - Assessment

Year 5 Vocab Assessments

<p>The lesson aims to explain how unsupported objects fall towards the Earth due to the force of gravity. The students will be asked questions such as:</p>
<ul>
  <li>Can I describe gravity as a pull, or attractive force?</li>
  <li>Can I explain that gravity pulls objects towards the centre of the Earth, and if they are in the air, it would make objects fall?</li>
  <li>Can I calculate weight?</li>
</ul>
<p>The lesson also includes cross-curricular links to history, ICT, and math. In history, students will have the opportunity to find out why the leaning tower of Pisa was important in the study of gravity. In ICT, students will research the gravitational constants of various celestial bodies, and in math, students will perform unit conversions and calculations, and produce graphs of their experimental results.</p>
<p>Misconceptions that will be addressed in this lesson:</p>
<ul>
  <li>Heavier objects fall more quickly</li>
  <li>Objects are attracted to the ground</li>
  <li>There is no gravity in space</li>
  <li>Gravity is the same everywhere in the universe</li>
</ul>
<p>Keywords:</p>
<ul>
  <li>Gravity</li>
  <li>Descend</li>
  <li>Newton</li>
  <li>Air-Resistance</li>
  <li>Mass</li>
  <li>Weight</li>
</ul>
<p>Influential scientists that will be mentioned in the lesson include:</p>
<ul>
  <li>Aristotle</li>
  <li>Galileo Galilei</li>
  <li>Isaac Newton</li>
  <li>Albert Einstein</li>
</ul>

Gravity

<p>This lesson teaches pupils about the fire triangle and the importance of understanding the three elements that are needed to produce fire: heat, fuel, and oxygen. They will be introduced to the concept of combustion and how it leads to the formation of new materials. The pupils will then participate in a series of hands-on activities to reinforce their understanding of the fire triangle, including a report on the history of combustion and graphs of their experimental results. </p> <h2>Previous Learning</h2> <p>Prior to this lesson, pupils should have an understanding of the states of matter and have identified and named various everyday materials. In Year 4, they learned about the states of matter and observed how some materials change state when heated or cooled.</p> <h2>Keywords</h2> <ul> <li>Fire</li> <li>Burning</li> <li>Combustion</li> <li>Oxygen</li> <li>Carbon dioxide</li> <li>Fuel</li> <li>Mass</li> </ul> <h2>Influential Scientists</h2> <ul> <li>Antoine Lavoisier</li> <li>Marianne Lavoisier</li> <li>Henry Cavendish</li> <li>Joseph Priestley</li> <li>Carl Scheele</li> </ul> <h2>Activities</h2> <h3>The Fire Triangle</h3> <p>Pupils will work in groups of two to produce a report on the three elements of the fire triangle. They will also draw the triangle as part of their report.</p> <h3>Fire Needs Oxygen (WS)</h3> <p>Pupils will work in groups of four to investigate the relationship between the size of a glass and the time a tealight can remain lit. They will record the results of their experiment in a table and observe the impact of the availability of oxygen on the combustion process.</p> <h3>What Happens to the Mass of the Candle When Lit? (WS)</h3> <p>Pupils will work in groups of four to measure the mass of a tealight before and after it has been lit. They will observe the impact of combustion on the mass of the candle and record their results in a table. </p> <h2>Science Explained</h2> <p>The lesson explains the process of combustion, including the role of fuel, heat, and oxygen. The pupils will learn that the wax in a candle is the fuel, and the matches provide the heat. The available oxygen in the air is used up during combustion, leading to the formation of carbon dioxide, which then extinguishes the flame. The lesson highlights that the process of combustion is irreversible and that the carbon dioxide produced does not return to its original form as wax.</p> <h2>Important Lesson Guidance</h2> <p>Safety is the top priority in this lesson. It is important that the teacher adheres to the guidance provided and that enough materials are available for the activities, including tealight candles and narrow-gauge iron wool. </p>

Burning

<p>The main focus of this lesson is to explain that some changes result in the formation of new materials, which is not usually reversible. Students will learn about chemical reactions and the signs that indicate a reaction has occurred, such as the formation of gas, heat, or light. They will also learn to identify the products of chemical reactions. The class will also classify substances as acids, alkalis, or neutral based on their pH level, which is a measure of the ability of a substance to produce hydrogen in solution. The pH scale ranges from 1-14, with values below 7 being acidic, values above 7 being alkaline, and 7 being neutral. </p> <p>This lesson is aligned with the previous learning in Year 1 to identify and name everyday materials and in Year 2 to find out how solid objects' shapes can be changed. The activity will involve using pH paper and a variety of substances such as cola, lemon juice, bicarbonate of soda, vinegar, and more to classify the substances as acid, alkali, or neutral. Students will work in groups of four and follow the steps of tearing off some of the pH paper and dipping it into the sample, observing the color change, and making a judgement of the pH level. </p> <p>In the second activity, students will learn about neutralizing acids. They will measure out different amounts of vinegar and bicarbonate of soda, stir the mixture, and test the pH level until the paper turns green. They will repeat the process with different ratios of vinegar and bicarbonate of soda to understand the effect of adding more or less of either substance on the pH level. </p> <h2>Cross-Curricular Links</h2> <ul> <li>DT: Research the role of acids in etching</li> <li>Maths: Produce graphs of experimental results</li> <li>History: Write an essay on the role of acids in the first battery made</li> </ul> <h2>Important Lesson Guidance</h2> <p>Before the lesson, the teacher will need to obtain some cola, bicarbonate of soda, and lemon juice. For the pH classification activity, the teacher has free reign on the substances tested, as long as they are safe for students to handle. The solid samples will need to be mixed with a small amount of water for testing. In the neutralizing acids activity, the equipment required includes clear plastic cups, vinegar, bicarbonate of soda, pH paper, teaspoons, and a measuring cylinder. The students will work in groups of two. </p> <h2>Influential Scientists</h2> <p>Soren Sorensen, Jons Berzelius, Humphrey Davey. </p> <h2>Keywords</h2> <p>Irreversible, Acid, Alkali, pH scale, Neutral, Carbon Dioxide, Neutralization. </p>

Acid and Bicarbonate of Soda

Knowledge Progression

<p>In this lesson, pupils will learn about the movement of the Earth and other planets relative to the Sun in the solar system. The students will classify planets as either rocky or gas giants and describe the orbits of the planets as elliptical. </p> <h2>Previous Learning</h2> <p>Pupils in EYFS and KS1 may not have prior knowledge of Space in the National Curriculum, but they may know the names of some of the planets and that an asteroid caused the extinction of the dinosaurs. In Yr. 3, students have learned about light and forces, and in Yr. 6, they learned about how light travels in straight lines to explain shadows. </p> <h2>Cross-Curricular Links</h2> <ul> <li>RE: Pupils could find out about the creation myths of different cultures</li> <li>Maths: Pupils will draw a graph of distance v surface temperature of the planets</li> <li>Art: Pupils will make a model of planets and the solar system</li> <li>English: Pupils could come up with their own mnemonic to remember the order of the planets</li> </ul> <h2>Misconceptions and Corrections</h2> <ul> <li>The Earth is not the center of the solar system, but the Sun is.</li> <li>The Sun does not move across the sky, it remains in the same place and it is the Earth's movement that makes the Sun appear to move.</li> <li>Planets orbit the Sun in an elliptical shape, not a circular one.</li> <li>Jupiter, Uranus, and Neptune also have ring systems, not just Saturn.</li> </ul> <p>The lesson will cover influential scientists such as Galileo Galilei, Nicolas Copernicus, Johannes Kepler, and others. Pupils will also participate in activities like the Orbits of Planets and Planet Top Trumps. They will also complete a table to find the relationship between distance from the Sun and surface temperature of the planet. </p>

The Solar System

<p>This lesson is designed to help pupils understand the life process of reproduction in some animals and to describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. <p>The lesson aims to correct misconceptions such as all animals being born, no mammals laying eggs, and offspring always being different from the parent. The keywords for this lesson include sexual reproduction, mating, hatch, birth, and offspring. Influential scientists such as Robert Hooke, Rachel Carson, Andreas Vesalius, Jane Goodall, Johann Naumann, and Emily Arnesen are also included in the lesson.</p> <h3>Activity: Worm Charming</h3> <p>The worm charming activity requires pupils to work in groups of 4 with equipment such as 2 sticks, a plastic container, water, a trowel, mustard powder, and a jug. The activity involves charming worms and collecting them, as well as observing their behavior in response to different stimuli such as vibrations, mustard solution, and plain water.</p> <h3>Science Explained</h3> <p>The science behind worm charming is that the vibrations created by tapping a thick stick pass through the soil, mimicking the movement of moles. This is a survival mechanism for worms as moles love to eat them. Worms play an important role in the health of soil by breaking down organic matter and leaving behind important plant and animal nutrients.</p> <h3>Possible Questions</h3> <ul> <li>Why do worms move to the surface when it rains?</li> <li>How many worms were in your patch of ground?</li> <li>Do you think worms are useful or not? Why do you say this?</li> </ul> <h3>Activity: Worm Farm</h3> <p>The worm farm activity requires pupils to work in groups of 4 with equipment such as a 2l bottle, sand, soil, water, scales, ruler, scissors, straw, sticky tape, grated carrot, potato peelings, used teabags, parsnips, and newspaper. The activity involves creating a worm farm and observing the worms' behavior and growth over time.</p>

Animal Life Cycles and Reproduction

<p>In this lesson, students will learn about the changes that occur in humans as they age. The lesson aims to answer two questions:</p> <ul> <li>Can I explain some of the changes that occur in humans from when they are born?</li> <li>Can I describe some of the characteristics that occur as humans get older?</li> </ul> <p>Students should have prior knowledge of the human body and growth through their studies in early years and key stage 2. The lesson is aligned with the KS2 curriculum, specifically the topics of living things and their habitats and animals including humans. Cross-curricular links can be made with ICT, where students can research osteoporosis and other bone-weakening diseases, and RE, where students can research the ages of some of the patriarchs in the Bible.</p> <p>The lesson will address common misconceptions about aging, such as the idea that brain power decreases with age and that men and women have the same average life span. Students will be provided with the correct information that brain power can increase with mental stimulation and that women live longer than men on average.</p> <h2>Activity: Making Human Life Stage Cards</h2> <p>In this activity, students will work in groups of 4 to research and discuss the life stages of humans. They will create information cards or a report that will show the stages and the characteristics of individuals at each stage, such as their physical descriptions, ability to walk or talk, etc. They will then compare their life stage cards to those provided.</p> <h2>Activity: A Closer Look at Puberty</h2> <p>In this activity, students will work in groups of 4 to discuss the changes that occur from childhood to adulthood in both sexes. They will use puberty cards to construct a Venn diagram and explore what happens to both sexes and what is unique to each sex during puberty.</p> <h2>Activity: How Bones Change with Age</h2> <p>In this activity, students will work in groups of 4 to explore how bones change with age. They will use a plastic bottle, measuring cylinder, card, 2 thick books, sharp pencil, and plasticine to conduct an experiment and record the results. The experiment involves gradually adding weight to a card representing a radius bone in the arm and observing when the card collapses. The results will be recorded for 4, 8, 16, and 32 holes punched into the card.</p>

The Human Life Cycle

<p>This lesson focuses on the concepts of solids, liquids, and gases and how they can be separated by filtration and sieving. The students will learn about forming solutions and recovering substances from them. The previous learning includes identifying everyday materials, changing shapes of solid objects, and states of matter, including evaporation and condensation. The cross-curricular links are with Maths and Geography and History. The influential scientists include Sir Francis Bacon, Hippocrates, and James Simpson. The lesson will include two activities: "Separating Mixtures by Sieving" and "Filter Paper Investigation."</p> <h2>Misconceptions and Corrections</h2> <ul> <li>Misconception: Filtration is a modern invention. Correction: Humans had filtration systems thousands of years ago.</li> <li>Misconception: All mixtures are solutions. Correction: Solutions are formed when a solute is dissolved in a solvent, not all mixtures are produced through the process of dissolving.</li> </ul> <h2>Keywords</h2> <p>Solute, Solvent, Solution, Dissolving, Soluble, Insoluble, Filtration, Sieving, Separation.</p> <h2>Activity: Separating Mixtures by Sieving</h2> <p>Students will work in groups of 4 and use a colander and sieve to separate marbles, rice, and water. They will compare the similarities and differences of the two items in terms of material form, size of holes, etc. They will use the sieve to separate water from solids and the colander to separate rice from marbles. The separation will not be perfect and students will discuss ways to separate the items perfectly. The science behind the activity is explained, and possible questions are provided for the students to reflect on their learning.</p> <h2>Activity: Filter Paper Investigation</h2> <p>The students will work in groups of 4 and use filter paper, tea bags, coffee filters, and green food coloring to investigate filtration. They will measure 50ml of water with food coloring and use filter papers of different grades to filter the water. The time taken to filter the water will be recorded and compared. The students will also try using a tea bag and coffee filter. The activity provides hands-on experience with filtration and helps the students understand how filtration works and its applications.</p>

Separation by Filtration and Sieving

Working Scientifically Progression

Development Matters for EYFS

<p>In this lesson, students will learn about the effects of friction on moving surfaces. The objective of this lesson is for students to be able to identify that friction occurs when two surfaces slide against each other, understand that friction slows objects down, and describe the relationship between the amount of friction and the rate of deceleration. This lesson aligns with the Year 3 science curriculum on Forces and Magnets and has cross-curricular links to Design and Technology and Mathematics. </p> <p>Students will be introduced to the science behind friction through a teacher demonstration of the "Handkerchief and the Cup" activity. They will then participate in the "Does Mass Affect Friction?" activity where they will test the amount of friction on different surfaces with varying amounts of mass. The results of this experiment can be graphed for mathematical analysis. </p> <h2>Misconceptions and Corrections</h2> <p>It is important to note that students may have misconceptions about friction. Some students may think that lubricants eliminate friction, when in reality, they only reduce friction. Additionally, students may believe that friction is not useful when in fact, it is essential in slowing down machines. Finally, students may believe that smooth surfaces have no friction when all materials show friction to a certain extent.</p> <h2>Keywords</h2> <ul> <li>Friction</li> <li>Decelerate</li> <li>Smooth</li> <li>Rough</li> <li>Surface</li> </ul> <h2>Influential Scientists</h2> <p>This lesson highlights the work of several influential scientists in the field of friction including Leonardo da Vinci, Guillaume Amontons, Charles Augustin de Coulomb, Charles Hatcbett, Theodor Reye, and David Tabor.</p> <h2>Important Lesson Guidance</h2> <p>It is important to note that before the lesson, you will need to collect 32 plastic bottle caps and punch holes in the center of each cap. The "Does Mass Affect Friction?" activity requires materials such as Tupperware tubs, masses, string, force meters, a 100ml measuring cylinder, and aluminium foil. The experiment is performed in groups of four and the results can be recorded in a table for analysis. It is important to keep the balloon cars for Lesson 5.3. </p>

Friction

<p>In this lesson, students will learn about the basic concepts of levers, pulleys, and gears, and how they are used to make mechanical work easier. They will learn that by using these mechanisms, a smaller force can have a greater effect. The lesson will cover four main objectives:</p> <ul> <li>State that machines can make mechanical work easier.</li> <li>Explain that the longer the lever, the less effort needed to lift a load.</li> <li>Explain that adding pulleys reduces the effort required to lift a load.</li> <li>Describe the effect of a larger cog on a smaller cog.</li> </ul> <p>This lesson is suitable for students in year 3 who have already been introduced to forces and magnets. The lesson plan also has cross-curricular links with design and technology, mathematics, and history. Students will make a simple lever and graph their experimental results, and learn about the history of pulleys and their usage in ancient civilizations. The lesson plan includes activities that will help students understand the concepts of effort, load, energy, fulcrum, pivot, mechanical, pulley, gears, cog, and rotation.</p> <p>Influential scientists such as Archimedes, Hero of Alexandria, Franz Reuleux, and Simon Stevin will be introduced in the lesson. The teacher will need to purchase a gear set as it is not possible to make them in class. The class will participate in a demonstration to show the effort required to lift a load can be reduced by using pulleys. The lesson will also include an activity where students will learn how the classroom door functions as a lever and how the position of the fulcrum affects the effort required to move a load.</p> <p>In conclusion, this lesson is a comprehensive introduction to the basics of levers, pulleys, and gears and how they can be used to make mechanical work easier. Students will learn how simple machines work and be able to apply their understanding to real-world scenarios.</p>

Levers. Pulleys and Gears

Big Question Map

<p>In this lesson, students will learn about the effects of air resistance. The objectives are to explain air resistance as a type of friction, describe the effects of air resistance, and suggest ways of increasing or decreasing air resistance. This lesson aligns with the Year 5 curriculum of identifying the effects of air resistance, water resistance, and friction in forces. </p> <h2>Previous Learning</h2> <p>Students in the Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1) are not required to learn about forces, although they may have learned that parachutes slow down the speed of falling. In Key Stage 2 (KS2), Year 3 students learn about forces and magnets and how things move on different surfaces, and Year 5 students learn about forces in more detail.</p> <h2>Cross-Curricular Links</h2> <ul> <li>Design and Technology: Students will make helicopters and rockets.</li> <li>Art: Students can color and decorate their rockets.</li> <li>Mathematics: Students can create graphs of their experimental results.</li> <li>History: Students can write a report on the use of paratroopers in World War 2.</li> </ul> <h2>Misconceptions and Corrections</h2> <ul> <li>Misconception: Air resistance is not friction. Correction: Air resistance is a type of friction where the particles of an object strike air particles as it moves through air.</li> <li>Misconception: There is air resistance in space. Correction: No air particles exist in space, so there is no air resistance.</li> <li>Misconception: Fins on rockets reduce air resistance. Correction: By themselves, fins do not reduce air resistance, but they stabilize the rocket, and an unstable rocket will exhibit greater air resistance.</li> </ul> <h2>Important Lesson Guidance</h2> <p>Teachers should ensure that students have the necessary equipment for the lesson, including balloons from a previous lesson and hairdryers from home. The eggs used in the activity should not be cooked.</p> <h2>Activity: Save the Egg!</h2> <p>In this activity, the whole class will participate in a teacher demonstration. Students will observe the differences in descent speed between three different sized parachutes made from bin bags and string, with an egg in a resealable bag as the payload. The larger the surface area of the parachute, the slower the descent and the greater the air resistance.</p> <h2>Science Explained</h2> <p>Air resistance is a frictional force that slows objects as they move through the air. It acts in the opposite direction to the opposing force, in this case, gravity. The surface area of the object moving through the air affects the amount of air resistance it experiences. In the Save the Egg activity, students will see that the large parachute descends slower and helps keep the egg intact upon landing.</p> <h2>Possible Questions</h2> <ul> <li>Why does the large parachute descend more slowly?</li> <li>What type of force is air resistance?</li> <li>Is air resistance useful

Air Resistance

<p>This lesson focuses on the concept of water resistance, its effects on moving objects, and ways to reduce it. Students will learn about the forces that act between moving surfaces and how they affect the movement of objects. The students will be introduced to the influential scientists who have studied water resistance and friction, and will be taught about the differences between water resistance and friction. </p> <p>The lesson is divided into three activities: making and testing boats, watercraft shape research, and the quickest submarine. In the first activity, students will create different boat shapes and measure the water resistance using a force meter. In the second activity, students will research the shapes of different watercraft and compare them with ancient and modern watercraft. In the third activity, students will create submarines and compare their speeds. </p> <h2>Keywords</h2> <ul> <li>Friction</li> <li>Water Resistance</li> <li>Surface Area</li> <li>Decelerate</li> <li>Water Particles</li> <li>Drag</li> <li>Float</li> <li>Sink</li> </ul> <h2>Misconceptions</h2> <ul> <li>Water Resistance is not friction</li> <li>There is no water resistance for floating objects</li> </ul> <p>It is important to note that water resistance is a type of friction, where the particles of an object strike water particles as it moves through air. Also, objects in contact with water still experience water resistance.</p> <h2>Important Lesson Guidance</h2> <p>In this lesson, students will be conducting experiments with water troughs, so it is important to have plenty of paper towels ready. The cleanup procedure for the water trough experiments is described in the lesson plan, but if students forget to place their troughs on the corner of the table, they will need to use a jug as a scoop instead.</p>

Water Resistance

<p>This lesson aims to help students compare and group everyday materials based on their electrical and thermal conductivity. The students will also be able to give reasons for the specific uses of materials like metals, wood, and plastic. By the end of the lesson, students should be able to define the terms conductor and insulator, state which types of materials make the best thermal and electrical conductors/insulators, and link the properties of materials to their use.</p> <p>The lesson will cover a review of prior learning, including everyday materials, uses of materials, states of matter, and electricity. Cross-curricular links to history, design and technology, and mathematics will also be incorporated. The lesson aims to correct any misconceptions such as thinking all metals are good conductors of heat, and all non-metals are electrical insulators. Keywords for the lesson include conductor, insulator, thermal, heat, and deformed.</p> <p>Influential scientists such as Benjamin Franklin, Prokop Divis, and Nikola Tesla will also be discussed. The lesson will include two main activities: Thermal Conductors and Insulators and Thermal Conduction. Equipment for the activities include wooden ruler, plastic ruler, aluminium foil, paper, cotton wool, ceramic mug, cardboard, stopwatch, plastic building blocks, plastic bag, ice, mug or hard plastic cup, metal teaspoon, plastic teaspoon, wooden teaspoon or small length of dowel, and warm water. The activities will involve touch tests, recording times for ice to melt, and ranking materials based on conduction.</p> <p>The science behind the lesson will be explained, including heat moving from hot regions to cold regions, metals feeling the coldest to the touch, and why metals will melt ice first. Possible questions for the students include the differences between the touch of metals and non-metals, which will melt ice more quickly, and what type of materials make the best conductors.</p> <h2>Important Lesson Guidance</h2> <p>Teachers have the flexibility to choose a variety of materials for testing, but it is important to ensure a variety of materials for students to handle. The water used in the second activity should be safe enough for students to handle.</p>