• 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. Who is famous for describing gravity after watching things fall? (Charles Darwin / Marie Curie / Isaac Newton / Thomas Edison) → Isaac NewtonPrompt: A story says an apple fell near him.
2. Why do football boots have studs? (to make them lighter / to increase friction so players don't slip / to make a noise / to reduce friction) → to increase friction so players don't slipPrompt: Grip is useful on wet grass.
3. People in Australia do not fall off the Earth. Why? (They hold on tightly / Gravity pulls everyone towards the centre of the Earth / 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.

• 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 are fish and boats streamlined (smooth and pointed)? (to look nice / to increase water resistance / to reduce water resistance / to float higher) → to reduce water resistancePrompt: A streamlined shape lets water flow past easily.
2. A skydiver falls at a steady top speed (terminal velocity). What is true about the forces? (Air resistance is bigger than weight / There is no weight / There is no air resistance / Weight and air resistance are balanced) → Weight and air resistance are balancedPrompt: Steady speed means no resultant force.

• 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. Why does air resistance increase as a cyclist goes faster? (The bike gets bigger / Gravity gets stronger / The cyclist hits more air particles each second / The air gets heavier) → 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? (Air resistance is a type of friction. / A parachute with a bigger area falls more slowly. / Air resistance acts against the direction of motion. / Air resistance pulls falling objects downwards.) → 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.