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Science lesson plan · 5th grade (Year 6 in England) · 30 minutes

Air resistance and water resistance

Forces and motion

CCSS NGSS.MS-PS2-2England: KS2 Y5 Forces

Objective and success criteria

Students will: Air resistance and water resistance.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Friction; Gravity

Leads to: Newton's laws of motion

Materials: Force meters, Toy cars and ramps, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Friction; Gravity). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. People in Australia do not fall off the Earth. Why? (Gravity pulls everyone towards the centre of the Earth / They hold on tightly / Australia has no gravity / They wear heavy shoes) → Gravity pulls everyone towards the centre of the EarthPrompt: "Down" means towards the centre of the Earth, wherever you are.
  2. Why do football boots have studs? (to increase friction so players don't slip / to make them lighter / to make a noise / to reduce friction) → to increase friction so players don't slipPrompt: Grip is useful on wet grass.
  3. Which way does gravity pull objects near Earth? (sideways / towards the Sun only / up, towards the sky / down, towards the centre of the Earth) → down, towards the centre of the EarthPrompt: What happens when you drop a ball?

Hook · 3 min

  • Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
  • Share the objective: Air resistance and water resistance. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Why are fish and boats streamlined (smooth and pointed)?
  • Step 1: Streamlining reduces water resistance, so they move faster using less energy.
  • Step 2: So the answer is: to reduce water resistance
  • Answer: to reduce water resistance
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Which falls slowest: a flat sheet of paper or the same paper screwed into a ball? (they always land together / neither falls / the ball of paper / the flat sheet) → the flat sheetPrompt: They have the same mass. What is different?
  2. Why does air resistance increase as a cyclist goes faster? (Gravity gets stronger / The air gets heavier / The cyclist hits more air particles each second / The bike gets bigger) → The cyclist hits more air particles each secondPrompt: Think about air particles in the cyclist's path.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why is it harder to walk through water than through air? (Gravity is stronger in water / Air pushes you forward / Water has no particles / Water resistance is much bigger than air resistance) → Water resistance is much bigger than air resistancePrompt: Water particles are much closer together than air particles.
  2. Which falls slowest: a flat sheet of paper or the same paper screwed into a ball? (the flat sheet / the ball of paper / they always land together / neither falls) → the flat sheetPrompt: They have the same mass. What is different?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Friction.
  • Use concrete materials: force meters.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Newton's laws of motion.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.

Free lesson plan from eurekami.com/lesson-plan-builder

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Air resistance and water resistance

Name

Date

Score/ 6

  1. Question 1

    Why does air resistance increase as a cyclist goes faster?

    • A. The cyclist hits more air particles each second
    • B. The air gets heavier
    • C. The bike gets bigger
    • D. Gravity gets stronger

  2. Question 2

    Air and water resistance: which statement is NOT true?

    • A. Water resistance only acts on boats.
    • B. A parachute with a bigger area falls more slowly.
    • C. Air resistance acts against the direction of motion.
    • D. Air resistance is a type of friction.

  3. Question 3

    Why are fish and boats streamlined (smooth and pointed)?

    • A. to look nice
    • B. to increase water resistance
    • C. to float higher
    • D. to reduce water resistance

  4. Question 4

    Cyclists crouch low over their handlebars in races. Why?

    • A. to see the road better
    • B. to reduce air resistance
    • C. to increase friction with the road
    • D. to make the bike heavier

  5. Question 5

    Which is the best shape for a fast racing car?

    • A. covered in flags
    • B. low and streamlined
    • C. tall and square
    • D. flat and wide like a sheet

  6. Question 6

    Why is it harder to walk through water than through air?

    • A. Gravity is stronger in water
    • B. Air pushes you forward
    • C. Water has no particles
    • D. Water resistance is much bigger than air resistance

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Answer key: Air resistance and water resistance

  1. 1. A. The cyclist hits more air particles each second

  2. 2. A. Water resistance only acts on boats.

  3. 3. D. to reduce water resistance

  4. 4. B. to reduce air resistance

  5. 5. B. low and streamlined

  6. 6. D. Water resistance is much bigger than air resistance