Physics
Physics
Grade 5
Grade 5
Physics
Grade 5 Science - Physics
Big Idea
Content
Teaching Science:
The Art of our Professional Practice
Core competencies are at the centre of the redesigned curriculum. We invite
you to look to the competencies and what we know as wise practice (AFL, inquiry,
Aboriginal Ways of Knowing) to artfully design learning opportunities for our
students.
This science kit was created by SD 71
educators. Within these pages you will find
hands-on experiments, activities, lesson
ideas, web links, and place-based
experiences to engage the curiosity of our
learners.
Area of Learning: SCIENCE
Grade 5
BIG IDEAS
Multicellular organisms have organ systems
that enable them to survive and interact
within their environment. (Questions to
support inquiry with students:
How do organ systems interact
with one another? How do organ
systems interact with their
environment to meet basic
needs?)
Solutions are
homogeneous mixtures. (Questions
to support inquiry with
students: What are homogeneous
solutions? What are their
uses?
Machines are devices
that transfer force and energy.
(Questions to support inquiry
with students: How do machines
(natural and human-made)
transfer force and energy? What
natural machines can you
identify in your local
environment?)
Humans use earth materials
as natural resources. (Questions to
support inquiry with students:
How do we interact with water,
rocks, minerals, soils, and
plants? Why is Earth
considered a closed material
system?)
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Questioning and predicting (A system is a set of interacting or interdependent pieces or components
that come together to form a whole. A system occupies a physical or a temporal space within a set
environment, has a representative form, and possesses a purpose or function. Key questions about
systems: How do the systems of the human body work together? How can you observe the concept of
interconnectedness within ecosystems in your local area?)




Demonstrate a sustained curiosity about a scientific topic or problem of personal interest
Make observations in familiar or unfamiliar contexts
Identify questions to answer or problems to solve through scientific inquiry
Make predictions about the findings of their inquiry
 basic structures and functions of body
systems:
— digestive
— excretory
— respiratory
— circulatory
 solutions and solubility (homogeneous
Planning and conducting






Explore and pose questions that lead to investigations
With support, plan appropriate investigations to answer their questions or solve problems they have identified
Decide which variable should be changed and measured for a fair test
Choose appropriate data to collect to answer their questions
Observe, measure, and record data, using appropriate tools, including digital technologies
Use equipment and materials safely, identifying potential risks
Processing and analyzing data and information
 Experience and interpret the local environment
 Construct and use a variety of methods, including tables, graphs, and digital technologies, as appropriate, to
represent patterns or relationships in data
 Identify patterns and connections in data
 Compare data with predictions and develop explanations for results

solutions: uniform solutions (e.g.,
apple juice, coffee) that can be
separated through distillation,
evaporation, and crystallization;
solubility of solids, liquids, and
gases (e.g., salt [solid], honey
[liquid], carbon dioxide [gas in
water makes pop]); properties of
solutions: concentration, pH, etc.;
dissolving: process of forming a
solution)
properties of simple machines (levers,
wedge, inclined plane, wheel and
axle, pulley, and screw) and their
force effects (force effects include
changing direction and multiplying
force)
 machines:
 Demonstrate an openness to new ideas and consideration of alternatives
— constructed
— found in nature (the lever is the
basis of nearly every aspect of
the musculoskeletal system)
 power (examples include students
racing up a hill, machine power
ratings, motors) — the rate at which
energy is transformed
 local types of earth materials (include

mineral, rock, clay, boulder,
gravel, sand, soil)
the rock cycle (includes mineral
formation)
 Aboriginal concept of interconnectedness
(everything in the environment is
one/connected (eg., sun, sky,
plants, animals, and humans)) in the
environment
 the nature of sustainable practices
(different scientific perspectives
and worldview interpretations of
sustainability (eg., Is resource
extraction/harvesting sustainable?
Can anything be sustainable?);
sustainable resource use: renewable
and non-renewable resources) around
BC’s living and non-living resources (living
resources include forests, fish,
agriculture; non-living resources
include water, minerals, fossil
fuels)
Area of Learning: SCIENCE
Grade 5
Learning Standards (continued)
Curricular Competencies
Evaluating






Evaluate whether their investigations were fair tests
Identify possible sources of error
Suggest improvements to their investigation methods
Identify some of the assumptions and given information in secondary sources
Demonstrate an understanding and appreciation of evidence
Identify some of the social, ethical, and environmental implications of the findings from their own and others’
investigations
Applying and innovating




Contribute to care for self, others, and community through personal or collaborative approaches
Co-operatively design projects
Transfer and apply learning to new situations
Generate and introduce new or refined ideas when problem solving
Communicating
 Communicate ideas, explanations, and processes in a variety of ways
 Express and reflect on personal, shared, or others’ experiences of place
Content
Machines are devices that transfer force and energy.
Big Idea :_____________________________________________________________________________________
Suggested questions to support the inquiry: How do machines (natural and human-made) transfer force and energy? What natural machines
can you identify in your local environment?
_______________________________________________________________________________________
(Understand)
Core Competencies (collaboration, communication, creativity, critical thinking, problem solving and social
responsibility): I can
I can participate in classroom and group activities. (Social Responsibility)
I can identify criteria that I can use to analyze evidence. (Critical Thinking)
Criteria- Teacher and student assessment
DS
With Direct
Support
GS
With
Guided
Support
I
Independently
Criteria: Curricular Competency (Do)
I can
I can
I can
I can
I can
I can
*
Student assessment
√
Teacher assessment
DS
GS
I
Evidence and date accomplished:
Teacher
(initials)
DS
GS
I
Evidence and date accomplished:
Teacher
(initials)
explore and pose questions that lead to
investigations.
use equipment and materials safely,
identifying potential risks.
decide which variable should be changed and
measured for a fair test.
construct and use a variety of methods to
represent patterns or data.
Criteria: Science Content (Know)
I can
Legend
Teacher
Teacher
initials for
verification
describe the properties of six simple
machines.
describe and identify machines found in
community and nature and their force effects.
demonstrate how machines transfer power.
Student Voice:
Teacher Feedback:
[email protected]
Student Name ____________________________
Learning Map - Grade Science
Big Idea : ________________________________________________________________________________
_________________________________________________________________________________ (Understand)
Criteria for Successful Learner Traits/
Student Reflections:
Core Competencies
I can
I can
Criteria- Teacher and student assessment
DS
With Direct
Support
GS
With
Guided
Support
I
Independently
Criteria for Curricular Competency (Do)
Legend
Teacher
Teacher
initials for
verification
*
Student assessment
√
Teacher assessment
DS
GS
I
Evidence and date accomplished:
Teacher
(initials)
DS
GS
I
Evidence and date accomplished:
Teacher
(initials)
I can
I can
I can
I can
Criteria: Science Content (Know)
I can
I can
I can
Student Voice:
The Successful Learner Trait that I used the most was _________________________________ when
I_______________________________________________________________________________________________.
To improve an inquiry project next time, I will __________________________________________________________
_______________________________________________________________________________________________.
Teacher Feedback:
[email protected]
Images by
Nelson Wesley
Arden Elementary,
S.D. 71 (2016)
Coast Salish
Prince Rupert
… direct support
… guided support
… independent
…applying innovatively
Name(s):
Date:
STRIVING FOR SUCCESS
…applying innovatively!
…independent
…guided support
…direct support
Criteria:
Self Assessment:
TEACHER Assessment Comments:
TASK TO COMPLETE:
Suggested Ways to Engage Students in Science Inquiry:
Driving questions: What natural machines can you identify in your local environment? How do machines
make work easier? How do machines (natural and human made) transfer force and energy?
Establishing a need to know: Watch the Bill Nye video clip Simple Machines.
Provide opportunities for students to discover and play using simple machine basic tools and/or Lego… Build a lever;
build a pulley…, etc… Go on a walk and see how many simple/compound machines you can find…
Sharing clips from Wallace and Gromit movies/pictures of rides at Disneyland – spot and describe the simple and
compound machines…
Connecting to life beyond the classroom - Simple Machines at home; simple machines and sports…
In-depth inquiry: Invite students to choose one simple machine and learn in-depth about it… Identifying it in many
real-world contexts and then creating something… Challenge students to take what they know about forces and
simple machines and design a working compound machine… Ask, “Can you improve upon it?” (Protoype-Design)
Projects like Carnival Contraption (found in this guide) and Rube Goldberg projects… (building mini catapults and
having a design celebration…)
Supplemental kits to possibly use alongside this kit: Lego Dacta kits, Simple and Powered Machines…
Suggested Ways to Embed Assessment for Learning Strategies:
Co-constructing ideas: 1. What is collaboration? What does it look like? Sound like? Feel like? (Frontloading
common language regarding collaboration; find lesson in this guide).
2. With just a bit of detective work, you can find simple machines everywhere…
Sharing clear learning intentions: I can describe the properties of six simple machines. I can identify and describe
machines found in community and nature and their force effects. I can demonstrate how machines transfer power. I
can participate in classroom and group activities.
Deep thinking questions: Have you ever played a pinball machine? What simple machines can be found in the
design of a pinball machine? What tool would be best to lift a heavy load, like a washing machine? Which simple
machine turns a Ferris wheel? Which simple machine would stairs be an example of?
Feedback/Peer and Self-Assessment: After collaborating on a design project, invite students to reflect on their
process using the frame, “What worked?”, “What was difficult?”, “What would you do differently next time?”
Suggested Ways to Weave Aboriginal Ways of Knowing within this unit:
Aboriginal Tools: trying to identify the simple machines… An inquiry into Aboriginal tools (paddle = lever, canoe =
wedge)… Fishing- rods and hooks; spears… Hunting – bow and arrow…
Explore place-based learning opportunities – getting outside to find simple and complex machines…
Connect with the Aboriginal Curriculum Support teachers to delve into an inquiry around using an atladal throwing
tool.
Connect with the Aboriginal Curriculum Support teachers to delve into an inquiry around the Comox Estuary to
explore the fishing traps…
Grade 5 Physics Web Links
Bill Nye the Science Guy - Simple Machines (full episode, 21:52)
https://www.youtube.com/watch?v=uMxxG1newtE
Bill Nye the Science Guy - Friction (full episode, 22:57)
https://www.youtube.com/watch?v=ehJibrICPb0
Cardboard Automata are a playful way to explore simple machine elements such as cams, levers,
and linkages, while creating a mechanical sculpture
https://www.exploratorium.edu/pie/downloads/Cardboard_Automata.pdf
Simple Machines Design Project Guide
http://www.sciencecompanion.com/wp-content/uploads/Simple-Machines-DigitalSamplerWEB.pdf
Simple Machine Challenge: How do simple machines make work easier? Students are
challenged, using everyday objects, to create simple machines to complete specific tasks.
http://education.nationalgeographic.org/activity/simple-machine-challenge/
This too Shall Pass - Rube Goldberg Machine (3:53)
https://www.youtube.com/embed/qybUFnY7Y8w
75 Chain Reaction Ideas & Inventions
https://www.youtube.com/watch?v=cv5WLLYo-fk
Honda Rube Goldberg Commercial (2:27)
https://www.youtube.com/watch?v=YWk9N92-wvg
Isaac Newton vs. Rube Goldberg (1:09)
https://www.youtube.com/watch?v=HnnMOx9_eBY&list=PLbpi6ZahtOH6jB4qX482tqpT8gJEt
iNgf
Awesome Simple Machine Project - example explained by a grade 5 student.
https://www.youtube.com/watch?v=lhPrP6Sbmng
A Guide to Simple Machines
This will link you to a collection of links that could be beneficial in teaching scientific concepts
that simple machines provide.
http://www.thomasnet.com/articles/machinery-tools-supplies/simple-machine-guide
Suggested Experiments
Source: Simple Machine Experiments:
Using Seesaws, Wheels, Pulleys and more
p. 22-23: An Inclined Plane - another Simple
Machine.
p. 36: A Simple Multiple Pulley System.
p. 8-9: Measuring Work and Friction with
and without machines.
Source: Explore Simple Machines with 25
Great Projects. Anita Yasuda.
p. 10: Friction Experiment. Create different
amounts of friction using different surfaces.
p.24: Chopstick Challenge. Discover how
chopsticks are a class 1 lever.
p. 30-31: Make Your Own Ice Cream…
with an inclined plane.
Front loading our shared expectations for Collaboration
Driving Questions: What does it mean to collaborate? What does collaboration look
like? Sound like? Feel like?
Establishing a Need to Know: Read the book Going Places by Peter and Paul
Reynolds, or share the YouTube video Above And Beyond (an animated version of the
book)…
https://www.youtube.com/watch?v=NSjFr6DWNnc
Co-constructing Ideas:
What are our shared expectations for collaborating; for working in a group? What do we
value? What do we expect of ourselves and each other when working in a group?
Invite students to turn and listen with a partner to find what they think collaboration looks
like, sounds like and feels like. Return to whole group, inviting students to share their
thinking. Jot down student contributions on chart paper. See examples from a grade 2/3
class below.
These charts will serve as shared values for collaborative work - ideas that we can
return to as we work through collaborative tasks, to see how we are meeting our
expectations, and where we can improve…
Closure: Share the quick You Tube video Work in a Team- It’s smarter to travel in a group to
spark students thinking about collaboration…
Dear Parents/Guardians,
We are beginning a project that involves creating a Carnival
contraption – a game or ride in miniature version that we can
actually play with. We want these to be built from recycled or
surplus/junk materials as much as possible, and do not want you to
have to purchase anything. Some people have lots of suitable
building materials around but others do not, so if you have any of
the follow items you could send in to be shared, it would be greatly
appreciated.
 pieces of wire
 bolts, screws, nuts, metal
 springs
washers (in various
 hooks
sizes)
 little light bulbs or
 empty thread spools
working Christmas mini
 wheels (from old toy
lights sets
cars)
 electrical wires and
 dowels
“electrical stuff”
 large buttons
 wooden clothes pegs
 corks
If you have any of these or other such items that you can spare, please
send them in to school with your child. Please do NOT buy anything and
please do not send in all the items from your recycling box, just the ones
you think may be useful for building!
We are also looking for a couple of parents with power tools who have
access to scrap pieces of plywood and who could make a number of
wooden bases for us from plywood (for students who need them). We
are looking for rectangular plywood bases approximately 18-20 inches
wide x 24-26 inches long (they need to fit on top of a student desk). If
you might be able to help with this please let me know.
Thanks for your help!
Carnival Contraptions
Simple Machine Project Guidelines
What is the project?
To invent and create your own unique compound machine in the form of an amusement park or
playground ride or a game. It needs to include at least four different simple machines (lever,
wedge, inclined plane, wheel and axle, pulley, screw). Your project must do work (when a force
moves an object over a distance). You must be able to correctly name and identify the simple
machines used in your project. All machines help us overcome forces in nature: friction or
gravity or a human push or pull. Be prepared to tell us which force or forces your machine
overcomes and uses in order to do work. Be able to demonstrate its use and explain how it
works.
Optional Bonus - You may choose to explain how energy changes form in at least one part of
your game or machine. (kinetic or potential: mechanical, thermal, gravitational, sound, elastic, light,
and electromagnetic energy)
How will I make it?
You may use any materials you like. We suggest you try using ordinary recyclable items from
your home (empty cans, cardboard, wire, springs, coat hangers, Styrofoam, wood pieces,
cardboard tubes, buttons, spools, popsicle sticks, etc.). We will supply you with “junk” to use
from our box at school as well. Please don’t buy anything!
Projects will be constructed at home, with class planning and design time provided, as well
as some class time to construct smaller parts of the contraption and the sign for the ride or
game.
What should it look like?
It should be able to fit on the top of your desk, and be relatively sturdy, but that is the only limit.
It can be your own version of an arcade game such as pinball, or an amusement park or
playground ride (ex. Ferris wheel, roller coaster or merry-go-round). It could be your own
invention for a game, such as an automatic dice roller or a Rube Goldberg style game. It’s up to
you. Use your imagination and your knowledge!
May I work with a partner?
Yes, but only if I receive a written note from each partner’s parents stating that it is okay
for you to work with that partner. I will expect more from 2 person teams, but you will share
the same mark, even if one person does more work. Pick your partner wisely! You will need to
be able to get together to construct your contraption on your own time.
When is it due?:
How will it be assessed?
See attached “I Can” criteria sheet
Here are a few links to sites that might be helpful:
http://teacher.scholastic.com/dirtrep/simple/invest.htm
http://www.learner.org/interactives/parkphysics/index.html
http://www.youtube.com/watch?v=AjNjVO3C03Y
http://www.edheads.org/activities/simple-machines/frame_loader.htm
http://www.instructables.com/id/Pinball/
http://www.beaconlearningcenter.com/WebLessons/SimpleMachines/machines004.htm
http://www.mikids.com/Smachines.htm
http://www.mos.org/sln/Leonardo/InventorsToolbox.html
http://search.eb.com/coasters/
Name of Scientist: _______________________________Partner: _____________________ Plan Due Date:

While you may be working in a group of 2, each student must complete both sides of this sheet. 
Project Plan - Carnival Contraptions
Problem: Design and build a compound machine that you can imagine seeing at a carnival. It could be a
ride, or it could be a game.
1. My compound machine is a: game / ride (circle one).
Describe your design:
__________________________________________________________________________________________
__________________________________________________________________________________________
2.
Which simple machines are part of your contraption and how does each help do work? (4 or more)
__________________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________________________
3.
What do you call your contraption? Think of a name that is catchy and attention-getting.
_________________________________________________________
4.
What materials will you use to build your machine? Recycled stuff is always a good idea –plastic- milk jugs, yogurt
containers, etc.; parts of old toys like track, wood, boards, marbles, small figures to “ride”; cardboard - egg cartons, tubes, (you
can make “gears” out of thick, peeled boxboard); bits and pieces of wood, fabric, and wire.
________________________
_______________________
________________________
________________________
_______________________
________________________
________________________
_______________________
________________________
________________________
_______________________
________________________
5.
Here is a detailed diagram of your machine. Include clear labels to show where your simple machines are. If this area is
too small, you may use a separate sheet of paper for your diagram.
6. Bonus Option: Describe at least one way that energy changes form in your ride or game: ____________________
_________________________________________________________________________________________
_________________________________________________________________________________________
7. What were some of the problems or challenges you had with building this device? How did you solve them? (Describe
at least two challenges you encountered). __________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
8. Design a sign to advertise your activity (ride or game). Make a sketch of your sign here, and then copy it onto some
card for display with your carnival contraption.
Name:
Title of Contraption: ________________________________________________
DS = Direct Support
GS = Guided Support
● = Student Evaluation
I = Independently
* = Teacher Evaluation
Carnival Contraptions
Simple and
compound
Machines
DS
GS
I
I can name and identify the simple machines in
my contraption
I included at least 4 different simple machines
(wedge, inclined plane, lever, wheel and axle,
pulley, screw)
I can construct a compound machine
Forces
I can demonstrate how forces can affect the
movement of objects
I can name the forces at work (gravity, friction,
human push or pull)
Energy (Optional I can describe a change in the form of energy in
– Bonus section) one part of my contraption
Work
I can demonstrate that my simple machines can
do work
Communicating
and Reflecting
(Language Arts)
I can communicate my learning in a variety of
ways
Creativity
(Art)
I can create a 2-D or 3-D contraption that:
I can reflect on my learning and share with
others





Shows good quality construction
withstands repeated use
is colourful and appeals to audience
shows attention to detail
includes an eye catching sign
The Successful Learner Trait that I used the most was __________________________________________
when I________________________________________________________________________________________________
To improve on my project for next time, I will ___________________________________________________
An electronic copy of this teacher guide can be found on Learn71 at
https://portal.sd71.bc.ca/group/wyhzgr4/Pages/default.aspx
Contributors: Cheryl Adebar, Thea Black, Noah Burdett, Doug David, Kara Dawson, Colleen Devlin, Allan Douglas,
Gerald Fussell, Nora Harwijne, Sarah Heselgrave, Debra Lovett, Kim Marks, Gail Martingale, Dale Mellish, Heather Mercier,
Jane Rondow, Teri Ingram, Debbie Nelson, Joan Pearce, Stewart Savard, Laura Street, Lynn Swift, Carol Walters.
School District No. 71 (Comox Valley) grants permission for teachers to use these resources for educational purposes.
Published July 2016