marvellous materials - · pdf filefind out how the shapes of solid objects made from some...

Key Stage 1 Skills based planning

and assessment rersource for science

Marvellous

Materials

Tom Robson Education TRedu ©

Supporting Primary Science

Revised national curriculum

Nov 2013

Tom Robson Education TRedu © Skills based planning and assessment for science (Marvellous materials)

everyday materials Year 1 Notes & guidance on everyday materials

Pupils should be taught to:

distinguish between an object and the material from which it is made

identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

describe the simple physical properties of a variety of everyday materials

compare and group together a variety of everyday materials

on the basis of their simple physical properties

find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

‘ Pupils should explore, name and discuss everyday materials so that they become familiar with the names of materials and properties such as: hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent. Pupils should explore and experiment with a wide variety of materials, not only those listed in the programme of study, but including for example: brick, paper, fabrics, elastic, foil. Pupils might find out about people who have developed useful new materials; for example, Dunlop, Macintosh or McAdam. Pupils might work scientifically by: performing simple tests to explore questions such as: ‘What is the best material for an umbrella? ... for lining a dog basket? ... for curtains? ... for a bookshelf? ... for a gymnast’s leotard?’

Uses of everyday materials Year 2 Uses of everyday materials

Pupils should be taught to:

identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick/rock, and paper/cardboard.

compare how things move on different surfaces.

Pupils should identify and discuss the uses of different everyday materials so that they become familiar with how some materials are used for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors, and telegraph poles) or different materials are used for the same thing (spoons can be made from plastic, wood, metal, but not normally from glass; tables can be made from plastic, wood, metal, but not normally from paper). Pupils might work scientifically by: comparing the uses of everyday materialsin and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs); observing closely, identifying and classifying the uses of different materials, and recording their observations. Pupils should be encouraged to think about unusual and creative uses for everyday materials. They could ask questions about the movement of objects such as toy cars on different surfaces; comparing them, by measuring how far they go; ordering their findings and recording their observations and measurements, for example by constructing tables and charts, and drawing on their results to answer their questions.


Absorbent Magnet/magnetic Smooth

Manufactured/synthetic Soft

Bendy Materials Soil

Metal Solid

Carbon dioxide Metals (e.g. iron / steel / stainless steel / copper

/ brass / tin / aluminium.

Strength

Minerals Strong

Elastic Substance

Electrical conductor Natural

Electrical insulator

Opaque

Fibre

Flexible Particles

Permeable

Gas Plastic

Glass Plastics (e.g. polythene / expanded polythene /

bakelite / PET / PTFE)

Textile/fabric

Porous Texture

Hard Properties Thermal conductor

Helium Thermal insulator

Rigid Translucent

Liquid Rock Transparent

Rocks (e.g. granite / quartz / sandstone /marble)

Rough Waterproof

Runny Wood

Bold = KS1 words


Learning objective

Skill

WILF: year 1 & 2

Teacher models good practice in language

and thinking

Number of activities in

topic to help you develop

this skill

Asking the

question

Asking the starter

question

Teachers encourage pupils to generate

questions (teachers modelled)

8

Collect data

What are we

measuring or

observing?

We can talk about what we are going to:

look/listen for (year 1)

to measure ….. (year 2)

7

Ask a questions (that

could lead to a fair

test)

What do you think will happen to X if we

….(year 1)

What do you think will happen to X if we

change Y (year 2)

7

Predict what might

happen

7

planning This is the equipment/information we need

for our investigation (teacher selects)

7

Collecting data Gather evidence Use our senses and simple equipment to

describe what is around us (year 1)

We can measure things with help from

our teacher (year 2)

10

sorting and classifying Using our senses we can tell our

friend what thing are like (year 1)

We can compare things (objects,

living things, materials) and with

help can decide how to sort and

group them (year 2)

10

analysing data

and drawing

conclusion

Noticing patterns and

relationships

We noticed ……happened/changed when

……(year 1)

We thought this might happen ….and the

surprise was…….happened (year 2)

9

Presenting

findings

Record findings We can talk about what we have found

out using simple language (template

given by teacher)

10

A Materails all

around us; how do

you think we can

group all these

different

materials?

D. slipping and

sliding? What

makes some

things slip and

slide?

C All change: what, Why, how do you think materials change shape?

B whats the best material for…….


Possible activities Section A How do you think we can group all these different materials? Investigate: Children should devise, or be helped to devise, simple investigations or tests to find out more about the properties

of materials, so that they can be sorted into groups. These should include testing materials for transparency, waterproof,

stickiness, tear ability, stretchiness, floating or sinking, magnetic qualities, etc.

Investigations could be started from questions e.g. How can we find out which is the best spoon for holding water? What can

we find out about paper? What makes a ball bounce high?

Notice patterns with a reason

Children should experiment with magnets by seeing if a magnet is attracted to objects around the classroom. Ask children to

talk about what they discover (many will say they stick to metals). Link with the topic on force- magnetism

Grouping and classifying Children are given a collection of objects, e.g. sticky tapes and are asked to sort them into groups.

They should be encouraged to suggest groupings which will need testing so that they can confirm their ideas, e.g. I could sort

them into those that are strong, those I can write on etc.

Grouping and classify Children are given a range of objects and asked to sort by transparency, magnetic, etc to show what they

have discovered from their previous tests. Group some objects and ask the children to try and guess your groupings. Children

make their own groupings and ask each other to identify how they have been sorted.

Grouping and classifying

Help children to make simple branching keys about different materials and then put them on the 'Branch’ programme. Use real

objects, e.g. plastic cup, wooden toy, a wellington, etc.

Recording findings

Ask children to describe in simple terms a variety of objects, e.g. it is red, it makes a noise, it is big, it moves etc. This can be

done either as a class activity passing objects round or as a small group activity.

Recording findings

Ask children to handle a variety of objects and collections. These might include toys, keys, spoons, different papers, fabrics,

glass, sticky tapes, plastic objects, wooden objects, building materials, etc. Ask them to describe the object in terms of

hardness, softness, bendy, squashy, see through, shiny, dull. As the objects are passed around the group or class, introduce

words with which they are not familiar. For those who already have the vocabulary introduce words such as transparent,

reflect, etc. Each child in turn has to try and say something different about the object (not too large a group).

Asking starter questions Ask children to observe kitchen materials such as dough, safe powders, safe liquids and introduce

observations such as it is soft, bendy, stretches, pours, etc.


Possible activities Section A How do you think we can group all these different materials? Recording findings

Make up a series of feely bags where children feel objects and have to describe what is in the bag. Other children try to

identify the object from the description e.g. it is hard, smooth, round and cold- pebble.

A child holds an object behind his or her back and describes it to the others and they have to work out what the object is from

the description. Play twenty questions to identify an object where the children pose their own questions.

gather

evidence,

sorting and

classifying

Ask the children to sort simple collections into two groups, e.g. these are hard, these are soft.

Leave out any objects that may cause difficulty.

From the groups of materials or collections ask children to describe how things are the same e.g. these spoons are both shiny,

they both have holes in them, they are both cold etc. From the groups of materials or collections, ask children to describe how

things are different, e.g. this one is rough, the other is smooth, this one is hard, this one is soft.

Ask the children to feel and sort objects into two sets, e.g. smooth and soft or hard and rough. Make a collection of objects –

sequins, papers, etc. so the children can sort them into gold or silver coloured.

Children could play ‘materials’ snap. Provide a large collection of materials with a range of different properties, e.g. elastic,

Lego, brick, stone, spring, spoon etc. Ask the children in turn to pick up two objects that are the same in some way and to

explain their choice, e.g. they are both hard or they are both made of plastic, etc.

Give the children a range of different collections related to the context on which the class is working e.g. toys and ask the

children to sort into groups by visual or touch observation e.g. colour, shape, size, texture. Some children may also be able to

sort by other criteria because of their previous experiences.

Make a collection of materials which is made up of plastic, wood, paper, metal, stone etc. Pass them round and ask children to

identify what they are made from.

When children appear to recognise different types of material, ask them to sort a collection into groups based on the material

from which they are made.


Possible activities Section B the best material for…… Gatgher evidnece Take the children for a walk in the local area to look at different building materials and ask them to feel

the different textures. Use the appropriate words to describe how the materials feel and introduce the names of

materials. Encourage pupils to think about why those materials are used for that purpose. Relate this to the story of the

three little pigs. Pupils could build the three little pigs houses and talk about which one best suits the purpose and why.

Ask starter questions Make a display of wooden objects. Discuss with the children where the material to make the

objects come from. This could lead on to a display of metal objects, plastic objects, fabric objects, etc. Discuss with the

children the properties of the different materials. Encourage children to use simple reference books to find out more

about each type of material. Link what the material is with what it is used for.

Ask starter questions Put together a collection of metal objects – brass, steel, iron, copper, tin, aluminium and let the

children sort using a magnet to see that only steel and iron are attracted. Encourage chidlrmne to ask questions about

them. Teacher to model efectives questions; what do you think we coulod use ….for, why do you think we use……for ….how

could we use …..etc

Talk about how drink cans are recycled by magnets picking up the steel cans but not the aluminium ones. Give the children

a mixture of drink cans to sort. Why do we use this material for holding drinks…..what elese could we use? What might

happen if we used papear bags, plastic bags, wooden boxes, fabric etc?

Ask starter questions Discuss with the children which materials would be best to wear or keep them dry. Pose a range

of other questions and discuss the children’s decision, e.g. Why wouldn’t we make clothes out of metal material? – not soft,

does not bend easily, rusts etc.

Investigate: Ask the children to investigate why a particular material is used for a specific purpose. The sorts of

questions which might be posed are: Which would make the best soup spoon? What would be best for mopping up water?

What would make the best rain hat for teddy? Which paper would be best for a parcel? Encourage the children to think

about how they are going to do the test. This may be done as a whole class activity. At the end talk about what they have

found out.


Key features to look for to demonstrate progress (Assessment for Learning)


Progression in questioning: Section A and B: grouping materails and the best material for ……

Observe (feel, look, smell, taste and hear) different materials form our everyday lives

Use words like hard, soft, bendy, rigid, water proof, smooth, rough, cold, warm, shiny, dull, solid, liquid ….

Tell our friends about different materials in our house

Explore solids and liquids

Record (simple drawings with labels) what different materials look/feel/sound/taste/smell like

Look at (smell, taste, feel and listen to) these materials and tell your friends about them

Does this material feel X or Y (eg hard or soft, smooth or rough etc)?

Tell me about these liquids

Sort materials into groups based on: hardness, flexibility (bendiness), absorbency (waterproof), magnetism

Uses words like magnetic, flexible, rigid, non-magnetic, solid or liquid

Ask questions about which materials might be solid or liquid

Put these materials into groups based on hardness, flexibility (bendiness), absorbency (waterproof) and magnetism.

Ask your friend a question about these materials, eg what do you think X might feel like? (smell, taste etc)

Explain why some materials are more useful than others for doing jobs;

Plastic is used for bags because its light, water-proof, cheap etc. glass for windows because its see-through, strong and cheap.

Record (table/chart) the object, the material its made of with a reason why its good for that job

Predict which material is the best for which job

Why do you think we use: Glass for windows? Plastic for shopping bags? Metal for coins?

Make a list of some materials and tell me why they are good for the job they do

What do you think would happen to how much water could be mopped up if we change the material we use for mopping?


Possible activities for Section C Changing shape Classifying and sorting

Children are given various materials to sort into various groupings according to how they can be changed, e.g. squeeze, push,

pull, melt, etc.

Gather evidnece

Ask the children to draw a picture of a piece of play-dough, plasticine, etc and then to draw a picture of how that piece of

dough, etc, would look after it was a) twisted, b) stretched, c) bent, d) squashed. Ask them to give a simple explanation as to

why some materials can be changed by bending, squashing, etc. Whole class – describe how the dough felt, what they could

do with it.

Make longest and shortest dough shapes

Ask starter questions – questions that might lead to a fair test

Ask children to see if they can suggest any materials which will change shape by twisting, stretching, bending, squashing but

when they are released they return to their original shape. What questions can they ask about these materials?

Encourage the pupils to use the sentence: whatg do you thinhk will happen to ……if we…….


Progression in questioning for Section C Changing shape

Describe the properties of different materials based on using their senses: bendy, squashy, hard, soft, smooth, rough, flexible, ridged. Uses words like:

change, shape, large, small, same, different, twist, pull, push, force, square, round, rectangle.

Tell me how this material (might) feel

How do you think you could change the shape of this material (plasticine etc)?

Tell your friends the shape of this material …

Sort materials using words (as above)

Record properties of different materials

Ask questions about different materials (what, why, how)

Look at all these materials (not objects). Think about what groups they might go into. Why would you put them into those groups? (because they are

bendy, soft, smooth etc)

Predict what a material might change into (shape) when twisted, pulled, pushed, etc and give reasons for their decision.

What do you think might happen to the (shape) of these materials if we changed how much we (pulled, pushed, twisted etc) them?


Possible Activities for Section D Slipping and sliding Why do you think some things slow down? Investigate: Let the children experiment with running toy cars over different surfaces e.g. sand soil, grass,

concrete etc. Ask children to observe what happens. Ask them to discuss why this might be happening

Investigate: how far can we make our ice cube move on a surface? Encouorage pupils to think of different

materials and which ones do they think would be best for making an ice cube move the greatest distance.

Investigate: what material makes the best slide

Sorting and classifying

Encourage pupils to talk about a range of materials, how they feel, would they let other things slide over them

easily, or not? Can they group them in to groups depending on whether they will let things slide over them, or not.

Sort them into futher groups: which ones would be useful for stopping us slipping? Why is tht important

sometimes?


Learning Objective for Section D Slipping and sliding Why do you think some things slow down?

Describes what happens when you push different materials against each other

use words to describe different surfaces, smooth, bumpy, slippery etc.

Tell me about these different surfaces. What do they look like, feel like sound like when you rub something over them?

Which surface would be the easiest to push a box over?

Ask questions about slipping and sliding

sort different surfaces into groups (depending upon which one is the easiest to push things along on)

Describe different surfaces using words like smoother, more slippy, rougher etc.

Ask your partner a question about slipping/sliding using the words “what do you think will happen to ...if we ...?”

Look and feel these surfaces.

Put the different materials in groups; those which will let things move over them easily and those which will be difficult to get things to move over

them.

Predict which surface are easy to slide over and some difficult to slide things over

Uses the word pull, drag, push and force

What do you think will happen to how much pull it takes to move a ... if we change the type of surface? Why do you think that?

marvellous materials - · pdf filefind out how the shapes of solid objects made from some...

Documents