Year 5/6B Summer 2 Science Revision Block B – Sensational Science

Session 3: Fickle Forces
Science curriculum area: Revision B / Content
i. explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
ii. identify the effects of air resistance, water resistance and friction, that act between moving surfaces
Working Scientifically (UKS2) / i. planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
ii. taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
iii. reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
Teaching Objectives / ·  To identify the forces behind a range of phenomena (Yr5&6).
·  To investigate a range of forces (Yr5&6).
·  To share findings in the form of an oral presentation (Yr5&6).
Key Vocabulary: force, gravity, friction, air pressure, inertia, Newton, push, pull
Resources Sultanas, plastic cups & soda water, outline and links for experiments, equipment for experiments, and science labels and explanations. / Weblinks http://www.fizzicseducation.com.au/Free+experiments/force+and+movement/dancing+sultanas.html – dancing sultanas experiment.
Whole Class: Have all investigation equipment ready and the dancing sultana investigation set up on all tables. Start the session with the dancing sultana experiment laid out on desks for chn to complete (see link). Get them to highlight what happened and what was unexpected about it. Can they explain what is happening? Explain that the bubbles in the soda water connect themselves to the sides of the sultanas resulting in a buoyant force that helps to push the sultanas to the surface. When the sultanas get to the surface the bubbles pop, removing the extra buoyant force, meaning that the sultanas fall back down again. Explain that chn will be carrying out further investigations (see resources/links) into forces that do interesting/unexpected things. Explain that chn will be given 2-3 different experiments to carry out and will be expected to report back on their findings in the form of an educational science demonstration, explaining the science behind their investigation.
Year 5 Give chn an experiment ‘set’ (see experiment links and instructions) as well as a set of labels that relate to the science behind the experiments. Get chn in pairs to discuss what happened and why, linking the label to their experiment and identifying the correct card with an explanation of the science observed on it. Chn should complete the experiments independently but may need support with the explanations – encourage them through questioning to identify the best explanation. Get chn to present the experiments that they explored, their findings, the area of force science they were dealing with and the science behind the phenomenon. This should be done in the form of a fun educational science demonstration. / Year 6 Give chn an experiment ‘set’ (see experiment links and instructions) as well as a set of labels that relate to the science behind the experiments. Get chn in pairs to discuss what happened and why, linking the label to their experiment and offer an explanation (they can then select the correct card with an explanation of the science observed). Chn should complete the experiments and suggest the best explanation independently - encourage them through questioning to suggest an explanation. Get chn to present the experiments that they explored, their findings, the area of force science they were dealing with and the science behind the phenomenon. This should be done in the form of a fun educational science demonstration.
Plenary / Ask chn to share which of their own experiments surprised them the most and which of another gp surprised them the most. Do seeming anomalies automatically challenge established theories, or do scientists need to investigate further to try and understand why they might seem to defy expectations? (The latter!) H/W: encourage chn to complete some of the experiments that they didn’t do during the session.
Outcomes / Children will:
·  Identify the forces behind a range of phenomena (Yr5&6)
·  Carry out investigations into the ways in which forces create unexpected effects (Yr5&6)
·  Present findings in the form of an educational science demonstration (Yr5&6)

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