• Quick retrieval from earlier learning (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? (They hold on tightly / They wear heavy shoes / Gravity pulls everyone towards the centre of the Earth / Australia has no gravity) → Gravity pulls everyone towards the centre of the EarthPrompt: "Down" means towards the centre of the Earth, wherever you are.
2. Gravity: which statement is true? (There is no gravity in space. / Gravity is weaker on the Moon than on Earth. / Gravity only acts on things that are falling. / Heavy objects always fall faster than light ones.) → Gravity is weaker on the Moon than on Earth.Prompt: What keeps the Moon going round the Earth?
3. Gravity: which statement is NOT true? (The Earth's gravity keeps the Moon in orbit. / Without air resistance, a heavy and a light object fall at the same rate. / Gravity is a force that attracts objects with mass towards each other. / Astronauts float in the space station because there is no gravity there.) → Astronauts float in the space station because there is no gravity there.Prompt: Why does the space station stay in orbit?

• Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
• Share the objective: Levers, pulleys and gears: small force, big effect. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which simple machine is used here: raising a flag up a flagpole?
• Step 1: A pulley is a wheel with a rope that changes the direction of a pull and can share a load.
• Step 2: So the answer is: pulley
• Answer: pulley
• 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. Which simple machine is used here: the inside of a mechanical clock? (lever / pulley / gears) → gearsPrompt: A bar on a pivot, a wheel with a rope, or toothed wheels?
2. Where should you push on a crowbar to lift a heavy rock most easily? (on the rock itself / at the end furthest from the pivot / right next to the pivot / anywhere, it makes no difference) → at the end furthest from the pivotPrompt: Think of opening a door by pushing near the hinge.

• 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 8 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. Where should you push on a crowbar to lift a heavy rock most easily? (anywhere, it makes no difference / right next to the pivot / at the end furthest from the pivot / on the rock itself) → at the end furthest from the pivotPrompt: Think of opening a door by pushing near the hinge.
2. Which simple machine is used here: the inside of a mechanical clock? (lever / pulley / gears) → gearsPrompt: A bar on a pivot, a wheel with a rope, or toothed wheels?

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