© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

Lesson Plans

Chapter 7: More About Forces

Total number of periods: 10 periods

Overview of Lesson Plans

What Are Some Forces Around Us? (8 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Skills Process Skills 21st Century Skills Number of
Periods
7.1 Pupils should: Collect evidence in a variety of contexts to answer Observing Make judgements 8
- know about the various forces around questions or test ideas. (Ep1) Analysing and decisions
them, such as elastic spring force, Contrasting Reason effectively
magnetic force, air resistance, friction Suggest ideas, make predictions and communicate Predicting Inferring Collaborate with
and gravity these. (Ep2) others

With help, think about collecting evidence and

planning fair tests. (Ep3)

Measure using simple equipment and record

observations in a variety of ways. (Eo2)

Draw conclusions from results and begin to use

scientific knowledge to suggest explanations. (Eo4)

What Are Mass and Weight? (2 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Skills Process Skills 21st Century Skills Number of
Periods
7.2 Pupils should: Make a variety of relevant observations and Analysing Work creatively with 2
- distinguish between mass and weight measurements using simple apparatus correctly. Inferring others
- recognise that the unit of mass is (Eo1) Be self-directed
kilogram (kg) and the unit of weight is learners
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

Newton (N) Choose which equipment to use. (Ep7)

- note that kilograms are used in
everyday life Make comparisons. (Eo4)
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

Main Lesson Plans

Lesson 7.1
BSCS 5E Lesson Notes Resources
Background: Pupils have learnt in Grade 3 that pushes and pulls
are examples of forces, and that forces can be measured using
forcemeters. They have also learnt that forces can make objects
start or stop moving, and change the shape, speed and direction
of objects. In this chapter, pupils will learn about the various
types of forces they encounter around themselves, such as
elastic spring force, magnetic force, air resistance, friction and Textbook
Engage: gravity. They will also learn about mass and weight and how to page 111
Pupils are differentiate between them.
reminded
of different Chapter opener
concepts Teaching Tip: Go through the chapter opener with the pupils.
they have Point out the two keywords ‘mass’ and ‘weight’ and write them
learnt such on the whiteboard. Remind pupils that they have already learnt
as mass about mass in Grade 4 Chapter 4: Solids, Liquids and Gases. Tell
and force, them that in this chapter, they will learn about weight and how Textbook
and shown different it is from mass. We have weight due to a force called page 112
how they gravity. Remind them that they learnt about forces in Grade 3
are linked Chapter 6: Pushes and Pulls. Tell pupils that they will also learn
about different types of forces in this chapter.
Tell pupils that they will be able to answer the questions at the
bottom of the page after completing this chapter.

What’s In This Chapter?, What Will I Learn? Textbook

Emphasise to pupils what their learning journey will be like for page 113
this chapter.
 There are different types of forces, such as elastic spring
force, magnetic force, air resistance, friction and gravity.
 Mass is the amount of matter in an object, while the object
has weight due to the force called gravity.
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

Teaching Tip: Trace the path of the mind map by reading out
loud.

Explain: What Are Some Forces Around Us?

Pupils learn Teaching Tip: Refer to the cartoon in the section opener.
to add on Remind pupils that they have learnt about forces in Grade 3
to existing Chapter 6: Pushes and Pulls, and ask them if they can identify
concepts the forces in the cartoon. At this point, they will not be able to
they have name the types of forces, but they should be able to identify
learnt pushes and pulls. (Answer: Min is pushing the paper airplane.
about Rita is pushing the ball. Smarty is pushing the marble. Ari is
pulling the magnet using another magnet. Tom is pulling the
Explore: rubber band of the catapult.)
Pupils learn
to use Tell pupils that each of the objects in the cartoon is experiencing
inquiry a different type of force. Explain to them that they will be able
through an to identify each type of force after they have completed the
activity and chapter.
teacher-led Textbook
discussion Explain to pupils that: page 114
 There are several types of forces around us.
 Some forces are exerted when objects are in contact with
each other.
 Some forces are exerted between objects that are not in
Explore: contact with each other.
Pupils learn
to use Elastic spring force
inquiry Activity: Bring a spring to class. Compress it and ask pupils to
through an note how the spring tries to go back to its original length. Next,
activity and stretch it and ask pupils to note how the spring tries to go back
teacher-led to its original length. Explain to pupils that the spring is exerting Textbook
discussion a force called elastic spring force. Ask pupils to refer to the pages 114—
picture in the Textbook to identify the direction in which elastic 115
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

spring force acts when a spring is stretched or compressed.

Process Skills: Observing, Analysing

Elaborate:
Pupils are 21st Century Skill: Make judgements and decisions
challenged
to develop Magnetic force
a deeper Activity: Bring two bar magnets to the class. Ask pupils to recall
understand what they have learnt about magnets in Grade 4 Chapter 6:
ing of Magnets. Show pupils how the like poles repel each other and
concepts the unlike poles of the magnet attract each other. Explain to
pupils that the pulling and pushing force exerted by the magnets
is known as magnetic force. Highlight to pupils how magnetic
force is exerted without the magnets touching each other. Workbook
Evaluate: pages 101—
Pupils Process Skills: Observing, Analysing 102
recap what Activity 1:
they have 21st Century Skill: Make judgements and decisions Parachute
learnt and Power!
assess their Air resistance
grasp of Teaching Tip: Explain to pupils that air resistance is a force that Textbook
learning slows down moving objects in air. Ask pupils to look at the page 116
outcomes pictures in the Textbook and note how the direction of air
resistance is opposite to the direction of motion. Ask pupils if
the aeroplane would move slower or faster if there were no air
resistance. (Answer: Faster)

Engage: Project Idea: Ask pupils to do an Internet search to find out

Pupils are more about how streamlined body shapes in birds help them to
shown a overcome air resistance. You may ask pupils to form groups and
real-life design an aeroplane that experiences as little air resistance as
example to possible. Ask them to show the drawings of their design to the
get them to class and discuss the features of the aeroplane.
ask
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

questions Activity: Ask pupils to form groups and carry out the activity in
Build Your Skills! You can ask pupils to predict which piece of
paper would reach the floor first and then carry out the activity
to check if their predictions were correct. After the activity is
over, ask pupils to explain the results. Explain to pupils that a
larger surface area faces greater air resistance than a smaller
surface area.

Process Skills: Observing, Contrasting, Analysing, Predicting,

Inferring

Elaborate: 21st Century Skills: Reason effectively; Make judgements and

Pupils get a decisions; Collaborate with others
deeper
understand Friction URL 7.1
ing of the Teaching Tip: Push a book on a table to demonstrate to pupils
concept how it slows down and stops after a while. Ask pupils why the Textbook
with a book doesn’t keep moving at the same speed. Explain to pupils pages 117—
hands-on that there is a force called friction that acts on moving objects. 118
activity Friction slows down and stops a moving object. Friction between
the book and the surface of the table slows the book down and Workbook
stops it. Friction always acts in a direction opposite to the pages 103—
direction of motion. 104
Push the book again and ask pupils to point out the direction in Activity 2:
which friction is acting on the book. (Answer: Friction acts in a Pull Me
direction opposite to the direction of motion of the book.) Next, Across!
Evaluate: pull the book towards you and ask pupils again to point out the
Pupils direction in which friction is acting.
recap what
they have Process Skills: Observing, Analysing
learnt and
assess their 21st Century Skill: Make judgements and decisions
grasp of
learning Explain to pupils that the amount of friction experienced by an
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

outcomes object depends on the type of surface. The rougher the surface,
the greater the friction.

Activity: Get pupils to push a coin on different surfaces found in

the classroom, such as the floor, their desks, the top of their
pencil cases, etc. Ask them which surface the coin moves most
easily on. Using their observations, ask them to infer the
relationship between the roughness of the surface and the
amount of friction.
URL 7.2
Process Skills: Observing, Analysing, Inferring
Textbook
21st Century Skills: Reason effectively; Make judgements and page 119
decisions

Reiterate to pupils that the rougher the surface, the greater the
friction. Explain to pupils that air resistance is also a type of
friction.
Engage:
Pupils are Teaching Tip: Show pupils the website on some simple home
shown a experiments on friction.
real-life
example to Activity: Carry out the experiment in Experiment Time! to find
get them to out how different surfaces affect the amount of friction
ask produced.
questions
Ask pupils:
 Which material caused the block to move the shortest
distance? (Answer: Sandpaper)
 Which material caused the block to move the longest
distance? (Answer: Plastic sheet)
 Which factors should be kept the same to make it a fair
test? (Answer: The wooden board, the wooden block, the
rubber bands, the starting position of the wooden block,
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

Elaborate: etc.)
Pupils are
challenged Explain that:
to develop  Sandpaper has the roughest surface. The friction between
a deeper the wooden block and the sandpaper is the greatest. Thus,
understand the wooden block travels the shortest distance on the
ing of sandpaper.
concepts  The plastic sheet has the smoothest surface. The friction
between the wooden block and the plastic sheet is the
Explain: least. Thus, the wooden block travels the longest distance
Key on the plastic sheet.
concepts
are Process Skills: Observing, Analysing, Inferring Workbook
explained pages 105—
through a 21st Century Skills: Reason effectively; Make judgements and 106
teacher-led decisions Activity 3:
discussion Plasticine
Teaching Tip: Carry out the experiment by yourself once before Diver
doing it in front of the class.
Textbook
You can also use the virtual experiment on how the type of page 120
surface affects friction from this website.

Activity: Hold a pen in your hands and ask pupils:

 Why doesn’t the pen fall down? (Answer: Friction between
the pen and your fingers allows you to hold it.)
 What would happen if there were no friction between the
pen and our hands? (Answer: The pen would slip and fall.)

Explain to pupils that we need friction in order to hold things.

Engage: We also need friction to be able to walk and run. The friction
Pupils are between the ground and the soles of our shoes or feet allow us
shown a to walk and run. If there were no friction, we would slip and fall. Textbook
real-life page 121
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

example to Process Skills: Observing, Analysing, Inferring

get them to Workbook
ask 21st Century Skills: Reason effectively; Make judgements and page 108
questions decisions Worksheet
1: Forces at
Project Idea: Ask pupils to do an Internet search on when Work
increasing friction is desirable and how it can be done.
Workbook
page 109
Worksheet
2: Sliding
Fun
Evaluate:
Pupils Teaching Tip: Explain to pupils that friction is very useful to us in Workbook
recap what our daily lives. However, it may also create some problems, such page 110
they have as wear and tear of car tyres and the soles of our shoes. Car Worksheet
learnt and tyres become smooth due to wear and tear and are more likely 3: Push That
assess their to slip on the roads. We are also more likely to slip and fall if the Crate!
grasp of soles of our shoes become smooth due to wear and tear.
learning Friction also makes it difficult for us to move things. Machines Workbook
outcomes with moving parts are also likely to wear out faster due to page 111
friction. Worksheet
4: Open the
Get pupils to look at the picture of the man pushing the box on Cap!
Page 119 and ask:
 How can the man push the box more easily? (Answer: Put it Consolidatio
on a trolley, use wheels, etc. Answers may vary. The teacher n
will need to guide the pupils into seeing that every solution Worksheet
essentially reduces the friction between the floor and the 1
box.)
 How will putting wheels under the box help the man to
push it more easily? (Answer: Wheels will reduce the
friction between the floor and the box.)
 What can we do to reduce the problems we face due to
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

friction? (Answer: Reduce friction between surfaces.)

Explain to pupils that there are many ways to reduce friction,

such as using wheels or oil. Tell pupils that oil is often put onto
moving parts in machinery to reduce friction, and hence wear
and tear.

Gravity
Activity: Bring a ball to the classroom. Release it and ask pupils:
 Why does the ball fall towards the ground?
 Why doesn’t the ball fly upwards towards the sky?

Explain to pupils that the Earth exerts a pulling force on all

objects. This causes them to fall towards the Earth. This force is
called gravity or gravitational force. Objects have weight due to
gravity.

Process Skills: Observing, Analysing, Inferring

21st Century Skills: Reason effectively; Make judgements and

decisions

Project Idea: Ask pupils to do an Internet search on Isaac

Newton and list some of his discoveries and inventions.

Teaching Tip: Go through the examples on Page 121 to highlight

the effects of gravity. Ask pupils to tell you their own
observations on the effects of gravity.

Ask pupils to name the different types of forces they have learnt
about, and list them on the board. Next, ask them to look at the
cartoon at the top of Page 113, and identify the different types
of forces at work. (Answer: Min: Air resistance; Rita: Gravity;
Smarty: Friction; Ari: Magnetic force; Tom: Elastic spring force.)
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

Ask pupils to classify the forces they have learnt about, into
those that are exerted between objects in contact and those
that are exerted from a distance. (Answer: In contact: Elastic
spring force, air resistance, friction. From a distance: Magnetic
force, gravity)

Internet links for Lesson 7.1

URL 7.1: Simple home experiments on friction

http://youtu.be/q2xGZDoJ7bI

URL 7.2: Virtual experiment on how the type of surface affects friction
http://www.sciencekids.co.nz/gamesactivities/friction.html
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

Lesson 7.2
BSCS 5E Lesson Notes Resources
What Are Mass and Weight? Textbook page
Remind pupils that they have learnt about mass and how it is 122
measured in Grade 4 Chapter 4: Solids, Liquids and Gases.
Workbook
Ask pupils: page 107
 What is mass? (Answer: Mass is the amount of matter in an Activity 4: Mass
object.) and Weight
 How is mass measured? (Answer: Using a mass balance)
Explain:  What is the unit of mass? (Answer: Kilograms (kg) and
Difference grams (g))
s between
two Explain to pupils that the terms ‘mass’ and ‘weight’ are often
concepts used interchangeably in our lives, but they are not the same.
are clearly
explained Common Misconception: Some pupils may think that mass and
to dispel weight refer to the same thing. This misconception is
any strengthened because in common usage, we often refer to our
misconcep mass, which is measured in kilograms, as our weight. It is
tions important for pupils to differentiate between the two, and
understand that while mass is the amount of matter in an
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

object, weight is the force by which the object is being pulled

down. Mass is measured in kilograms (kg), while weight is URL 7.3, URL
measured in Newtons (N). Mass can be measured using a mass 7.4
balance, while weight can be measured using bathroom scales Textbook page
and kitchen scales. 123

Teaching Tips:
1. Information on the difference between mass and weight can
be found at these websites. URL 7.5
2. Explain to pupils that the force of gravity is different at
different places. This is why even though our mass remains
the same, our weight is different in different places. For
Evaluate: example, gravity on the Earth is about six times the gravity
Pupils test on the Moon. Ask pupils to go to the chapter opener on URL 7.6
their Page 111, and explain to them that Smarty is suggesting
understan that Ari could go to the Moon because he would weigh less
ding of the on the Moon due to lower gravitational force. Find out more
new about the mass and weight of a person on different planets Workbook
concepts at this website. page 112
in the Worksheet 5:
chapter Go through the Amazing Facts! with pupils and ask them if the Mass and
force of gravity is greater at sea level or up on a mountain. Weight
(Answer: Sea level)
Consolidation
3. Pupils can learn more about gravity, air resistance, mass and Worksheet 2
weight competing in a Science challenge.
Fun and Games
Wrap up the chapter with the following:
Exam Practice
Talk It Out
Teaching Tip: Read the new words out loud and have pupils Textbook page
repeat each word after you so they can learn to pronounce the 124
words correctly. Then, have pupils pair up to test each other on
the meaning of the words.
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

Evaluate: Map It Out

Pupils Teaching Tip: Go through the concepts with pupils after finishing Textbook page
apply their the chapter. Trace the path of the mind map by reading out 125
newly- loud. You may wish to draw the map as you speak.
acquired  There are several types of forces such as:
knowledg - elastic spring force
e to - magnetic force
answer an - air resistance
exam-type - friction Textbook page
question - gravity 126
 Mass is the amount of matter in an object, while weight is
Elaborate: the force with which it is pulled downwards.
Pupils are
challenged Work It Out
to develop Go through the worked example with pupils. Recall what has
a deeper been learnt in the Experiment Time! on Pages 117–118 about
understan how different surfaces affect the amount of friction. Read the
ding of hint when answering part ‘a’.
concepts
Process Skills: Analysing, Inferring

Science @ Work
Teaching Tip: To boost pupils’ reading and speaking confidence,
have pupils take turns reading the passage, e.g. each pupil could
read one paragraph. Encourage pupils to read with enthusiasm
and emotion.
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 7 Lesson Plans

Project Idea: Ask pupils to work in groups and do Internet

research to find out more about how birds and fish inspire
scientists to come up with vehicles that can move easily though
air and water, like the birds and the fish. Ask them to draw the
shape of a vehicle that experiences as little resistance as
possible, and label its special features. They may use a type of
bird or fish for ideas. Ask pupils to present their idea to the class.

21st Century Skills: Work creatively with others; Be self-directed

learners

Internet links for Lesson 7.2

URL 7.3: Differences between mass and weight (corresponds with Internet Link 7.1 in Textbook)
http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/forces/activity.shtml

URL 7.4: The mass vs. weight song

http://youtu.be/1whMAIGNq7E

URL 7.5: Mass and weight of a person on different planets

http://youtu.be/ToMs7RaL11U

URL 7.6: Learn about gravity, air resistance, mass and weight competing in a Science challenge
http://www.sciencekids.co.nz/gamesactivities/detectivescience/gravity.html