• 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. On the Moon, an astronaut dropped a hammer and a feather at the same time. What happened? (They floated away / The feather landed first / The hammer landed first / They hit the ground together) → They hit the ground togetherPrompt: The Moon has no air.
2. On which surface would you slide furthest in your socks? (a gravel path / a grassy field / a polished wooden floor / a thick carpet) → a polished wooden floorPrompt: Which surface is smoothest?
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?

• 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.

• 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.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Why does a parachute slow a skydiver down? (It is full of helium / It makes the skydiver lighter / It turns off gravity / Its large surface creates a lot of air resistance) → Its large surface creates a lot of air resistancePrompt: The parachute pushes against lots of air.
2. Why is it harder to walk through water than through air? (Water resistance is much bigger than air resistance / Air pushes you forward / Gravity is stronger in water / Water has no particles) → Water resistance is much bigger than air resistancePrompt: Water particles are much closer together than air particles.

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Why does air resistance increase as a cyclist goes faster? (The cyclist hits more air particles each second / The bike gets bigger / The air gets heavier / Gravity gets stronger) → The cyclist hits more air particles each secondPrompt: Think about air particles in the cyclist's path.
2. Air and water resistance: which statement is NOT true? (A parachute with a bigger area falls more slowly. / Air resistance pulls falling objects downwards. / Air resistance acts against the direction of motion. / Streamlined shapes reduce air and water resistance.) → Air resistance pulls falling objects downwards.Prompt: Which way does air resistance act on a falling object?

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