Year 5 Science: Forces, Levers and Pulleys Explained

In Year 5, children begin to explore how forces affect the way objects move and how simple machines can make everyday tasks easier. Forces, levers and pulleys are engaging topics because pupils can connect what they learn in science to playground equipment, tools, toys and machinery around them. A few safe investigations at home or in the classroom can help bring these ideas to life.

The National Curriculum for England includes forces in the Year 5 science programme of study. Pupils learn that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the object. They also investigate the effects of air resistance, water resistance and friction, and recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. The aim is not to memorise complicated physics, but to observe, compare and explain what happens.

What is a force?

A force is a push or a pull. It can make an object start moving, stop, speed up, slow down or change direction. It can also change an object’s shape. When a child kicks a football, for example, the force from their foot makes the ball move. The ground and air then affect how far and how quickly it travels.

Forces are measured in newtons, named after the scientist Isaac Newton. Year 5 pupils do not usually need to carry out advanced calculations, but they can use a force meter, sometimes called a Newton meter, to compare the force needed to pull different objects. Encourage children to describe what they notice before introducing more technical language: “It needed a stronger pull” can lead to the idea that a larger force was required.

Gravity, air resistance and water resistance

Gravity is the force that pulls objects towards the Earth. A useful demonstration is to drop two objects safely from the same height and observe what happens. Choose objects that are not fragile and keep the drop zone clear. Children may expect a heavier object to fall faster, so ask them to make a prediction and explain their reasoning before testing it.

Air resistance is a force that acts against an object moving through air. A paper parachute makes this visible: as it falls, the air pushes against its broad surface and slows its descent. Try changing the size of the parachute or the number of paper clips attached, changing just one feature at a time. Pupils can time each fall and record the results in a table. Help them keep the test fair by releasing the parachute from the same height each time.

Water resistance works in a similar way when an object moves through water. A simple comparison might involve gently moving different shapes through a basin of water. Adult supervision is essential, and children should not use deep water or heavy objects. Ask which shape seems to move most easily and what this suggests about the force acting against it. The word “streamlined” can be introduced when discussing shapes designed to move through air or water with less resistance.

Friction: helpful and unhelpful

Friction is a force between surfaces that are touching. It can slow objects down, but it is often useful. Friction between shoes and the ground helps us walk without slipping; friction between bicycle brakes and a wheel helps bring the bicycle to a stop. Without enough friction, a toy car may slide across a smooth floor. On a rough surface, it may stop sooner.

Children can compare how far a toy car travels when released from the same ramp onto different surfaces, such as a smooth tray, a towel and a piece of cardboard. Keep the ramp height and starting point consistent so the surface is the main change. Rather than treating one result as simply “right”, encourage pupils to explain how the evidence supports their conclusion. Worksheets with space for a prediction, method, results and conclusion can help children organise their thinking and practise using scientific vocabulary.

How levers make work easier

A lever is a rigid bar that turns around a fixed point called a pivot or fulcrum. A seesaw is a familiar example. Other examples include a bottle opener, scissors and a claw hammer used to pull out a nail. The effort is the force applied to the lever; the load is the object or resistance being moved.

A classroom investigation can use a ruler balanced on a pencil as a simple seesaw. Place a small object on one end and press down at different distances from the pivot. Pupils can observe that moving the point where they apply effort changes how easy it feels to lift the load. They do not need to calculate a mechanical advantage in Year 5. The important idea is that the arrangement of a lever can help a force have a greater effect.

Ask children to identify the pivot, effort and load in a picture or real object. This is often more useful than learning a list of examples by heart. If pupils are unsure, invite them to explain what moves, what stays in place and where the push or pull is applied.

How pulleys work

A pulley is a wheel with a groove that holds a rope or cord. A simple pulley can change the direction of a force. For example, pulling down on a rope can raise a load upwards. More complex pulley arrangements can reduce the effort needed to lift a load, although they may require more rope to be pulled.

A safe demonstration can use a lightweight object, such as an empty plastic cup, and a securely supported pulley designed for classroom use. Avoid lifting people, heavy objects or anything above a child’s head. Let pupils compare lifting a small load directly with raising it using the pulley. They can describe whether the direction of the pull changes and how the movement feels. A teacher should check that equipment is stable and supervise the activity throughout.

Helping Year 5 pupils build understanding

Children learn these ideas best when they can predict, test, observe and explain. Before an activity, ask, “What do you think will happen?” Afterwards, ask, “What did you notice, and what might explain it?” These questions build scientific enquiry skills and make it easier for pupils to distinguish evidence from a guess.

Keep investigations manageable by changing one variable at a time and repeating a test where possible. Encourage children to draw labelled diagrams and use words such as force, gravity, friction, resistance, pivot, effort and load in full sentences. A short explanation in their own words can show stronger understanding than copying a definition.

Worksheets can support practical learning by giving pupils a clear place to record predictions, measurements and conclusions. Use them for brief practice after an investigation, rather than as a replacement for hands-on exploration. For revision, ask children to match a mechanism to its everyday use, label the parts of a lever, or explain how friction affects a moving object. Revisit the same concepts in different contexts so pupils learn to apply their knowledge, not just recall examples.

A practical conclusion

Forces, levers and pulleys are part of children’s everyday world, from opening a tin to climbing on a seesaw. Year 5 pupils should be able to describe how forces affect movement, explain the roles of friction and resistance, and recognise how simple mechanisms can make a force more effective. Short, safe investigations, thoughtful questions and focused worksheet practice can help make these ideas memorable while supporting the scientific enquiry expected by the National Curriculum for England.