Learning objective
Knowledge
- To describe the relationship between lever length and effort.
Working scientifically
- To draw an accurate line graph.
Success criteria
Knowledge
- I can name the three things needed for
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National curriculum
Science
Imbalanced forces
Pupils should
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Cross-curricular links
British values
- Mutual respect.
See
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Before the lesson
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Lesson plan
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support
Could plot the model data found on slide 2 of the Presentation: Catapult line graph; could use the Knowledge organiser to help identify examples of simple machines in the Recap and recall and answer the questions about levers from the Attention grabber.
Pupils working at greater depth
Should extrapolate the line on their graph to predict how far the marshmallow would travel with a lever of 14–16 centimetres; should estimate the missing data on the graph for levers with lengths of 1, 3, 5, 7, 9 and 11 centimetres.
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Assessing progress and understanding
Pupils with secure understanding indicated by: naming the three things needed for
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Knowledge outcomes
- I can name the three things needed for a lever: effort, load and pivot.
- I can list the uses of levers, including cutting, opening and lifting or moving.
- I can explain that the farther the effort from the pivot (the longer the lever), the less effort is needed to lift the load.
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Vocabulary definitions
-
line graph
A graph to show data that can have any value, using data points and a line of best fit.
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line of best fit
Used to show the link between the variable being changed and the variable being measured.
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In this unit
Assessment - Science Y5: Unbalanced forces
Lesson 1: Gravity
Lesson 2: Air resistance
Lesson 3: Water resistance
Lesson 4: Friction
Lesson 5: Levers, pulleys and gears
Lesson 6: Levers, pulleys and gears (Part 2)
Maintained by: Kapow Primary team
Last update: 9th April, 2024
