Science · Grade 5

Active learning ideas

Introduction to Forces

Forces can be abstract for fifth graders, so active learning is key to making them tangible. Hands-on experiences allow students to directly observe and interact with pushes, pulls, gravity, and friction, building concrete understanding before moving to theoretical explanations. This engagement fosters deeper comprehension and retention.

• Ontario Curriculum Expectations
• 3-PS2-1

• 30–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Experiential Learning
• 45 min · Small Groups

Force Identification Stations

Set up stations with various objects and scenarios. Students rotate to identify and record the forces acting on each object (e.g., a book on a table, a rolling ball, a person jumping). They will categorize forces as push, pull, gravity, or friction.

Explain how gravity influences objects on Earth.

Facilitation Tip

During the Stations Rotation activity, ensure students are actively engaged at each station, prompting them to record observations about the forces at play before moving to the next.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 60 min · Pairs

Friction Race Cars

Students design and build small cars, then test how different surface materials (sandpaper, felt, wax paper) affect their speed and distance due to friction. They will record data and compare results.

Compare the effects of balanced and unbalanced forces on an object's motion.

Facilitation Tip

In the Experiential Learning Friction Race Cars activity, circulate to observe students' design process and ask guiding questions about how their choices might affect friction and speed.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 30 min · Small Groups

Gravity Drop Challenge

Students predict which objects of different masses will fall faster when dropped from the same height. They conduct controlled experiments, observe the results, and discuss why objects fall at similar rates (ignoring air resistance).

Predict how applying a force will change an object's speed or direction.

Facilitation Tip

For the Think-Pair-Share Gravity Drop Challenge, give students adequate time for individual prediction and quiet reflection before encouraging partner discussions about their hypotheses.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

When introducing forces, prioritize concrete examples and direct student experiences over lengthy lectures. Research shows that kinesthetic and visual learning approaches are highly effective for this age group. Avoid presenting forces as magical or inherent properties of objects; instead, emphasize them as interactions between objects.

Students will be able to identify different types of forces acting on objects and explain how these forces affect motion. They will demonstrate an understanding of gravity's pull and friction's resistance by predicting outcomes and explaining their reasoning. Successful learning is evident when students can clearly articulate the role of forces in everyday scenarios.

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Watch Out for These Misconceptions

• During Force Identification Stations, watch for students who believe objects stop moving solely because the initial push or pull 'runs out' of energy.

  Redirect students by having them revisit the station with a rolling object and discuss what might be slowing it down, guiding them to consider friction as a force that opposes motion.

• During the Gravity Drop Challenge, observe students who think gravity only pulls objects straight down and doesn't influence other phenomena.

  After the challenge, use a ball and string to demonstrate how gravity can hold an object in orbit, prompting students to reconsider gravity's universal effect.

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Methods used in this brief

• Experiential Learning