Overview

A 6-week hands-on STEM investigation series designed to engage Year 6 students with key scientific concepts about forces and light, aligned explicitly with the National Curriculum for England (Years 5-6: Physics - Forces and Light). Lessons weave together practical experiments, data analysis, group challenges, and reflection, enhancing understanding and scientific enquiry skills.

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Curriculum Links

National Curriculum Key Stage 2 Science

• Forces:
  • Understand that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
  • Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.
• Light:
  • Recognise that light appears to travel in straight lines.
  • Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.
  • Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes.
  • Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

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Learning Objectives

By the end of this unit, pupils will be able to:

• Understand and describe the effects of forces including gravity, air resistance, friction and water resistance.
• Investigate and explain how simple mechanisms (levers, pulleys, gears) reduce the force needed to do work.
• Understand how light travels and describe how shadows are formed.
• Use scientific enquiry skills to plan, carry out, and analyse experimental investigations.
• Work collaboratively and communicate scientific ideas clearly.

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Weekly Breakdown

Week 1: What are Forces? Exploring Gravity

Learning Objectives:

• Identify forces acting on objects, focusing on gravity.
• Understand gravity as a force pulling objects towards Earth.

Activities:

• Hands-on experiment: Drop different objects (paper, stone, feather) and observe the effects of gravity and air resistance.
• Class demonstration: Use a simple vacuum chamber or a video to show how without air resistance, all objects fall at the same rate.
• Recording data: Measure and record time taken for objects to fall.

Assessment:

• Pupils write a short explanation of gravity and the results of the fall tests.

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Week 2: Friction, Air Resistance & Water Resistance

Learning Objectives:

• Explore how friction, air resistance and water resistance affect moving objects.
• Understand friction as a force that opposes movement.

Activities:

• Investigation stations:
  1. Slide toy cars on different surfaces (carpet, wood, tile).
  2. Drop different shaped paper/parachutes to explore air resistance.
  3. Drop objects into water to feel water resistance.
• Pupils record observations in scientific journals.

Assessment:

• Compare results and predict which surfaces/shapes cause more or less resistance.

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Week 3: Simple Machines – Levers, Pulleys & Gears

Learning Objectives:

• Understand how levers, pulleys and gears can change the size/direction of a force.

Activities:

• Build working models:
  • Lever: Use rulers and fulcrums to lift heavier objects.
  • Pulley: Create simple pulley systems with string and pulleys to lift loads.
  • Gears: Assemble basic gear trains to see how gears change direction and speed of rotation.
• Test how much force is needed to lift objects with and without mechanisms.

Assessment:

• Complete a worksheet explaining how each mechanism works and why it reduces effort.

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Week 4: Light Travels in Straight Lines

Learning Objectives:

• Recognise that light travels in straight lines.
• Use this understanding to explain how shadows are formed.

Activities:

• Shadow play: Use torches and objects to create shadows. Move light sources and objects to observe shadow changes.
• Ray boxes: Shine rays of light through narrow slits to observe straight beams.
• Diagram drawing: Sketch diagrams showing light travelling and shadows' shapes.

Assessment:

• Draw labelled diagrams explaining light pathways and shadow formation.

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Week 5: Investigating Reflection and Seeing Objects

Learning Objectives:

• Explain how we see objects: light from sources reflects off objects into our eyes.
• Explore reflection on different surfaces.

Activities:

• Use mirrors to reflect light and locate images.
• Investigate which surfaces reflect light well (shiny vs dull).
• Set up a 'periscope' using mirrors to understand reflection angles.

Assessment:

• Group presentations explaining reflections and sight in everyday contexts.

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Week 6: STEM Challenge – Design a Protective Parachute or Mechanism

Learning Objectives:

• Apply knowledge of forces (gravity, air resistance) and mechanisms.
• Use the scientific process: design, test, evaluate and improve.

Challenge:

• Students design and test parachutes or simple machines (lever or pulley systems) to carry or lift an object safely.
• Apply measurements of force, time, or distance.
• Reflect on results and suggest improvements.

Assessment:

• Final project write-up and peer review of designs, focusing on scientific reasoning and creativity.

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Additional Notes and Resources

• Cross-curricular links: Maths for measuring and graphing, English for scientific writing and presentations.
• Differentiation:
  • Provide scaffolded writing frames for explanations.
  • Use peer-support groups for hands-on activities.
• Classroom organisation: Rotate stations for investigations to maintain engagement and ensure all children have access to materials.
• Safety: Always supervise practical tasks especially when using scissors, pulleys and small weights.

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Assessment and Feedback Strategy

• Ongoing formative assessment via observations, questioning, and pupils’ recorded data.
• Summative assessment on Week 6 final projects judged by application of science concepts, enquiry skills and teamwork.
• Use traffic light system for self-assessment after every lesson (red – not confident, yellow – some understanding, green – confident).

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This sequence provides an immersive, investigative experience grounded in the National Curriculum for England’s Year 6 science expectations. It actively involves pupils in thinking like scientists and engineers, encouraging curiosity and hands-on learning that teachers will find engaging and easy to implement.