π§ Watch me think: Same block, same ramp, same angle. I change ONE thing: the surface. Carpet first β it barely moves. Now the same block on the smooth board β straight down. One planned variable changed, so repeated results can give evidence about the surface in this setup. That is the whole logic of a fair test, and we will use it again later in this unit.
Change one thing β the surface. In this illustration, carpet gives a shorter run and ice gives a longer run. Use the actual surface pair and evidence; texture alone is not enough. Sliding friction opposes sliding between the touching surfaces.
π Key definitions
friction β A force between two surfaces that are rubbing or trying to slide.
surface β The outside face of an object, where the touching happens.
grip β Useful friction β stops slipping.
wear β Damage caused over time by friction.
β Common mistake: Friction is always a nuisance. β Actually: Ask what happens on ice. No friction means no walking, no stopping, no steering.
Use the remaining practice time: Model the same release twice before changing the surface. Invite a prediction by pointing or saying; compare the stops and locate the measuring zero. Label the animation a simplified illustration, not a measured result.
π€ We Do Β· together
Helpful or unhelpful?
Decide before you tap.Found 0/5
Bike brakes
Trainers on a wet floor
Engine parts rubbing
Pushing a heavy box across carpet
A door handle
Use the remaining practice time: Choose two examples first: brakes and engine parts. For each, identify the two touching surfaces, the motion and whether resisting it helps the intended job. Remaining cards are optional practice.
π§ Watch me think: The sentence shape that earns marks: 'Friction is helpful HERE because ____, but unhelpful HERE because ____.' Same force, two verdicts. That contrast is the answer.
Assessor witness Β· what the adult is watching for
Defined friction as a force between rubbing surfaces.
Gave one helpful and one unhelpful example.
Predicted, tested and recorded a surface comparison.
πΈ Capture: Photograph the pupil's surface-test results table with their prediction still visible.
π€ We Do 2 Β· sort, then write
Sort the claims
Sort, donβt guess. Put each card in the right bin.Sorted 0/5
Friction opposes sliding between surfaces
Friction only happens with rough surfaces
Oil reduces friction
Without friction we could not walk
Friction is a bad force
β TRUE
β FALSE
β² NOT A SCIENTIFIC CLAIM
βΈ STOP for today β label and keep your work. Tuesday P1 (09:30β10:10): use Resume period 2 on the title screen.
Use the remaining practice time: After sorting, test a changed case: smooth rubber on smooth glass can still grip. Ask which claim needs correction, then explain why the actual surface pair and evidence matter.
βοΈ Independent Work
Your turn β pick your tier
βΆ Tuesday P1 (09:30β10:10) β restart here. First retrieve the previous lesson; the workshop includes its own check and tidy-up.
32-minute workshop. Use the phases below. Choose a supported, standard or stretch route with your adult; pointing, signing, directing, drawing or writing can show the same science.
32:00
β Supported
Direct or observe the three-surface test with an adult. Point to the start and stop marks; enter or dictate results in the supplied table and choose a supported conclusion.
β² Standard
Test three surfaces with repeated releases, record distances in centimetres, and use the results to identify which surface resisted sliding most in this setup.
β Stretch
Compare repeated results and an uncertain run. Explain a control or measurement improvement, retry if possible, and qualify your conclusion to these surfaces and this block.
A surface test with evidence
4 min: Retrieve Mondayβs prediction. Check the fixed low ramp, the same sliding block, release mark and safe run-out; choose tester, observer or recorder.
20 min: Release the block without a push onto each of three level test surfaces. Measure from the same ramp-foot mark to where it stops, in centimetres. Aim for two trials per surface; record a non-slide rather than inventing a distance.
2 min: Pens down if you are writing; pause and check. Compare repeats and check one control variable. A different push, slope or measuring start makes a comparison uncertain.
6 min: Repeat one doubtful run if time allows, draw an evidence-based conclusion, and return the equipment. If trials are unfinished, record that honestly.
Access and equipment: Adult-secured low ramp, one small sliding block, three level surface samples, ruler/tape and a tray or padded stop. Keep release height and the ramp-to-surface join fixed. Keep hands out of the run; no oil, loose powders or pupils sliding on floors. Observation/directing is an equal route.
Surface
Trial 1 / cm
Trial 2 / cm
What stayed the same?
1 __________
________________
________________
________________
2 __________
________________
________________
________________
3 __________
________________
________________
________________
If equipment is unavailable: analyse this invented teaching data for the same controlled setup, labelled as model data: card 42 and 44 cm; fabric 25 and 27 cm; rubber mat 15 and 18 cm. These are not pupil measurements and do not prove a universal order for materials.
My conclusion: ____________________ because ____________________.
A result or control to check: ____________________.
π Lundy Loop
Where what you say changes something
This is where your voice changes what happens next.
π‘ Space
Ramps clatter. If the noise is the problem, you can be the recorder and still be doing the science.
π£ Voice
Point, sign, say or show one observation, question or access need. You may pass or speak privately.
π Audience
Tell the adult teaching this lesson, or ask a chosen partner to help you pass on the message.
β Influence
The adult says what can change now, makes one agreed change if possible, and explains any limit. Check whether the change helped; no display or sharing is assumed.
π« Exit Ticket
Before you go
β Supported
Name one place friction helps.
brakes / shoes / tyres / handles
β² Standard
Explain why a car needs friction to stop.
The brake pads rub the disc; friction converts movement energy to heat and slows the wheel.
β Stretch
Explain why the same force can be a design problem and a design solution.
Friction opposes relative sliding between the touching surfaces. That resistance is wanted at the brake and can be unwanted in the engine.
Slide 1/10
π πΈβοΈ
Friction: Friend and Enemy β banked!
GROW Science Β· Week 3 β
β I can state that friction opposes sliding, or attempted sliding, between touching surfaces.β I can give one example where friction is helpful and one where it is unhelpful.β I can predict which surface will produce more friction, and say why.
OPTIONAL EVIDENCE CHECK
Check one piece of evidence
Show an adult or chosen partner, or quietly check your own work against todayβs success: I can state that friction opposes sliding, or attempted sliding, between touching surfaces. and I can give one example where friction is helpful and one where it is unhelpful.. Keep or correct one thing using the evidence.
The planned two-minute check belongs inside the workshop. If this optional panel is opened manually, resume when ready and allow for the pause in the teaching plan.
Knowledge Organiser β Friction: Friend and Enemy
GROW Β· White Rose Science Year 5/6 Β· Week 3
Key word
What it means
friction
A force between two surfaces that are rubbing or trying to slide.
surface
The outside face of an object, where the touching happens.
grip
Useful friction β stops slipping.
wear
Damage caused over time by friction.
lubricant
Something (like oil) that reduces friction.
Key facts
Friction opposes sliding or attempted sliding between touching surfaces. Grip can prevent slipping.
Friction needs two surfaces in contact. No contact, no friction.
Rougher surfaces generally produce more friction than smooth ones.
Friction is not always bad: brakes, shoe soles, tyres and door handles all rely on it.
Friction turns movement energy into heat β that is why rubbing hands warms them.
Success criteria
I can state that friction opposes sliding, or attempted sliding, between touching surfaces.
I can give one example where friction is helpful and one where it is unhelpful.
I can predict which surface will produce more friction, and say why.
Friction: Friend and Enemy
Name: ____________________ Tier ringed by adult: β Supported β² Standard β Stretch Date:
Learning objective
I can explain what friction does and give examples where it helps and where it hinders.
Teaching plan: Monday P2 (10:10β10:50) β Title through We Do 2: 40 minutes. STOP after We Do 2, label and keep the work. Tuesday P1 (09:30β10:10) β restart at Independent Work: 32-minute workshop, 4-minute pupil feedback, 4-minute Exit Ticket. Total: 40 minutes on each day; 80 across the week. Timers guide the plan and never advance a pupil automatically.
Today at a Glance
Define friction properly
Helpful vs unhelpful
Predict and test two surfaces
Arrival task
Rub your hands together for five seconds. What do you notice?
Rub your hands together. Write what you feel and name the force.
Rub your hands together. Explain where the heat came from.
We Do β Sort each card into the right group
Friction opposes sliding between surfaces → ______________________________
Friction only happens with rough surfaces → ______________________________
Without friction we could not walk → ______________________________
Friction is a bad force → ______________________________
WAGOLL
Friction is helpful on a bike brake because it converts the movement into heat and stops the wheel, but it is unhelpful inside the engine because the same rubbing wears the parts down.
Scaffolding β β Supported
Adult notes β access & sensory Forces work is noisy and physical β trolleys, ramps, dropped masses. Agree the noise signal before equipment comes out, and offer ear defenders without making it a conversation. A pupil may record data instead of running the trial and still be doing the science.
Sentence stems
The sentence shape that earns marks: 'Friction is helpful HERE because ____, but unhelpful HERE because ____.' Same force, two verdicts. That contrast is the answer.
Word bank
friction, surface, grip, wear, lubricant
Scaffolding β β² Standard
Sentence stems
The sentence shape that earns marks: 'Friction is helpful HERE because ____, but unhelpful HERE because ____.' Same force, two verdicts. That contrast is the answer.
Word bank
friction, surface, grip, wear, lubricant
Scaffolding β β Stretch
Sentence stems
The sentence shape that earns marks: 'Friction is helpful HERE because ____, but unhelpful HERE because ____.' Same force, two verdicts. That contrast is the answer.
Word bank
friction, surface, grip, wear, lubricant
Independent Work β β Supported
Task: Direct or observe the three-surface test with an adult. Point to the start and stop marks; enter or dictate results in the supplied table and choose a supported conclusion.
A surface test with evidence
4 min: Retrieve Mondayβs prediction. Check the fixed low ramp, the same sliding block, release mark and safe run-out; choose tester, observer or recorder.
20 min: Release the block without a push onto each of three level test surfaces. Measure from the same ramp-foot mark to where it stops, in centimetres. Aim for two trials per surface; record a non-slide rather than inventing a distance.
2 min: Pens down if you are writing; pause and check. Compare repeats and check one control variable. A different push, slope or measuring start makes a comparison uncertain.
6 min: Repeat one doubtful run if time allows, draw an evidence-based conclusion, and return the equipment. If trials are unfinished, record that honestly.
Access and equipment: Adult-secured low ramp, one small sliding block, three level surface samples, ruler/tape and a tray or padded stop. Keep release height and the ramp-to-surface join fixed. Keep hands out of the run; no oil, loose powders or pupils sliding on floors. Observation/directing is an equal route.
Surface
Trial 1 / cm
Trial 2 / cm
What stayed the same?
1 __________
________________
________________
________________
2 __________
________________
________________
________________
3 __________
________________
________________
________________
If equipment is unavailable: analyse this invented teaching data for the same controlled setup, labelled as model data: card 42 and 44 cm; fabric 25 and 27 cm; rubber mat 15 and 18 cm. These are not pupil measurements and do not prove a universal order for materials.
My conclusion: ____________________ because ____________________.
A result or control to check: ____________________.
Independent Work β β² Standard
Task: Test three surfaces with repeated releases, record distances in centimetres, and use the results to identify which surface resisted sliding most in this setup.
A surface test with evidence
4 min: Retrieve Mondayβs prediction. Check the fixed low ramp, the same sliding block, release mark and safe run-out; choose tester, observer or recorder.
20 min: Release the block without a push onto each of three level test surfaces. Measure from the same ramp-foot mark to where it stops, in centimetres. Aim for two trials per surface; record a non-slide rather than inventing a distance.
2 min: Pens down if you are writing; pause and check. Compare repeats and check one control variable. A different push, slope or measuring start makes a comparison uncertain.
6 min: Repeat one doubtful run if time allows, draw an evidence-based conclusion, and return the equipment. If trials are unfinished, record that honestly.
Access and equipment: Adult-secured low ramp, one small sliding block, three level surface samples, ruler/tape and a tray or padded stop. Keep release height and the ramp-to-surface join fixed. Keep hands out of the run; no oil, loose powders or pupils sliding on floors. Observation/directing is an equal route.
Surface
Trial 1 / cm
Trial 2 / cm
What stayed the same?
1 __________
________________
________________
________________
2 __________
________________
________________
________________
3 __________
________________
________________
________________
If equipment is unavailable: analyse this invented teaching data for the same controlled setup, labelled as model data: card 42 and 44 cm; fabric 25 and 27 cm; rubber mat 15 and 18 cm. These are not pupil measurements and do not prove a universal order for materials.
My conclusion: ____________________ because ____________________.
A result or control to check: ____________________.
Independent Work β β Stretch
Task: Compare repeated results and an uncertain run. Explain a control or measurement improvement, retry if possible, and qualify your conclusion to these surfaces and this block.
A surface test with evidence
4 min: Retrieve Mondayβs prediction. Check the fixed low ramp, the same sliding block, release mark and safe run-out; choose tester, observer or recorder.
20 min: Release the block without a push onto each of three level test surfaces. Measure from the same ramp-foot mark to where it stops, in centimetres. Aim for two trials per surface; record a non-slide rather than inventing a distance.
2 min: Pens down if you are writing; pause and check. Compare repeats and check one control variable. A different push, slope or measuring start makes a comparison uncertain.
6 min: Repeat one doubtful run if time allows, draw an evidence-based conclusion, and return the equipment. If trials are unfinished, record that honestly.
Access and equipment: Adult-secured low ramp, one small sliding block, three level surface samples, ruler/tape and a tray or padded stop. Keep release height and the ramp-to-surface join fixed. Keep hands out of the run; no oil, loose powders or pupils sliding on floors. Observation/directing is an equal route.
Surface
Trial 1 / cm
Trial 2 / cm
What stayed the same?
1 __________
________________
________________
________________
2 __________
________________
________________
________________
3 __________
________________
________________
________________
If equipment is unavailable: analyse this invented teaching data for the same controlled setup, labelled as model data: card 42 and 44 cm; fabric 25 and 27 cm; rubber mat 15 and 18 cm. These are not pupil measurements and do not prove a universal order for materials.
My conclusion: ____________________ because ____________________.
A result or control to check: ____________________.
Exit Ticket
Explain why a car needs friction to stop.
Assessor Witness Statement
Pearson Entry Level Science 8939 (E1βE3); AQA UAS science units Records what was observed, and at which level of independence.
Pupil
____________________
Lesson
Friction: Friend and Enemy β GROW Science Β· Week 3
Date
____________________
Observed in this lesson
β Defined friction as a force between rubbing surfaces.
β Gave one helpful and one unhelpful example.
β Predicted, tested and recorded a surface comparison.
Assessor comment
Ring the tier the pupil actually worked at
β Supported
β² Standard
β Stretch
Assessor name ______________ Role ____________ Signature ______________ Date ________
Lundy Loop
Space: Ramps clatter. If the noise is the problem, you can be the recorder and still be doing the science.
Voice: Point, sign, say or show one observation, question or access need. You may pass or speak privately.
Audience: Tell the adult teaching this lesson, or ask a chosen partner to help you pass on the message.
Influence: The adult says what can change now, makes one agreed change if possible, and explains any limit. Check whether the change helped; no display or sharing is assumed.
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.