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Kent Scheme of Work for Primary Science, 2014, Edukent

Year 1 - Everyday materials Reference to the Programme of Study 2014 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, 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 physical properties.

The learning journey – ‘Materials’ Year group Statutory Requirements from the Programme of Study

1 Distinguish between an object and the material from which it is made. Identify and name a variety of everyday materials, including wood, plastic, glass, 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 physical properties.

2 Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. 3 Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Recognise that soils are made from rocks and organic matter. 4 Compare and group materials together, according to whether they are solids, liquids or gases

Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this

happens in degrees Celsius (°C)

Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

5 Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

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Kent Scheme of Work for Primary Science, 2014, Edukent

Understand that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and

evaporating

Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals,

wood and plastic

Demonstrate that dissolving, mixing and changes of state are reversible changes

Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including

changes associated with burning and the action of acid on bicarbonate of soda.

How the children should learn science at Key Stage 1 The principal focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions about what they notice. Suggestions for Working Scientifically Pupils might work scientifically by: performing simple tests to explore questions, for example: ‘What is the best material for an umbrella? ...for lining a dog basket? ...for curtains? ...for a bookshelf? ...for a gymnast’s leotard?’ Further Guidance These opportunities for working scientifically should be provided across Years 1 and 2 so that the expectations in the programme of study can be met by the end of year 2. Pupils are not expected to cover each aspect for every area of study. Asking questions. Children should ask simple questions and recognise that they can be answered in different ways. Scientific enquiries. They should be able to do the following types of enquiry: Observations. They should observe closely, using simple equipment. Simple tests Identifying and classifying Secondary sources. They should use simple secondary sources to find answers. Recording. They should gather and record data to suggest answers to their questions. With help, they should record in a range of ways and begin to use simple scientific language.

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Kent Scheme of Work for Primary Science, 2014, Edukent

Analysing observations. They should use their observations and ideas to suggest answers to questions. They should notice patterns and relationships in their observations. They should talk about what they have found out and how they found out.

Preparation for this unit of study Display. Build a display that shows much of the key vocabulary. Place a table in front of the display board on which objects made from different materials can be placed, and key questions can be displayed. Resources

Use white blouses/shirts

Digital microscope

A variety of objects made from various materials

Hoops (possibly PE ones)

Digital microscopes

Laptops

Pictures of a range of materials taken with the digital microscope

Feely bags

Lolly sticks

Large sheets of paper

Slips of card with questions written on them

Slips of card on which children can write questions

Objects for heating could include: butter, chocolate, wax, an ice cube, sugar cube.

Metal bowls (e.g. dog bowls)

Sand

Small metal trays

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Kent Scheme of Work for Primary Science, 2014, Edukent

Nightlights

Nightlight holders

Ingredients for cooking

Many different types of paper

Various kitchen towels

Syringes

Beakers of water

Variety of fabrics

Teaspoons

Beakers

Tubs

Elastic bands

Large pebbles

Bouncy rubber eggs

Hard-boiled eggs

, Key vocabulary

Types of materials: wood, plastic, glass, metal, water, rock, brick, fabric, sand, paper, flour, butter, milk, soil

Properties of materials: hard/soft, stretchy/not stretchy, shiny/dull, rough/smooth, bendy/not bendy, transparent/not transparent, sticky/not sticky

Verbs associated with materials: crumble, squash, bend, stretch, twist

Senses: touch, see, hear, smell and taste

Key information for teachers

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Kent Scheme of Work for Primary Science, 2014, Edukent

Material is not just fabric but all the ‘stuff’ in the world. This stuff is also called chemicals and is the basis for the study of chemistry

Children will need to distinguish between material and object. The materials are the basic stuff from which things are made from. By treating and shaping the material in a range of ways, objects can be created. The basic material will have properties associated with it. Properties Elastic–Elastic materials can be stretched and when one stops pulling them, they return to their original shape (e.g. rubber and nylon). Materials have an elastic limit, a point at which the material is permanently changed in shape. Texture – the feel of a material is its texture. Smooth means that it doesn’t have lumps so things easy to slide. Rough means having a coarse, uneven surface. Sharp means have edges that are able to cut. Abrasive means that it will wear away other surfaces if rubbed against them. Hardness – A soft material is easy to scratch. The hardness of some materials (e.g. minerals) is judged using the Mohs index; a maximum value of 10 is given to diamond, and 1 is given to soft minerals like talc. Strength – A strong material is one that is difficult to break. In order to test strength we need to apply a force. Solids, liquid and gases All materials can exist in all states, dependent on temperature and pressure. Solids – These have a definite shape and keep it. Liquids - Not all liquids are the same. They look and feel different. All liquids will pour. Thicker liquids pour more slowly. Liquids take the shape of their container. Dry sand will pour like a liquid and take the shape of its container. In a flat tray, dry sand will pile up but water will spread to fill the tray. This is because sand is not a liquid. It is made up of lots of tiny solids. Gases - Gases will fill the space that they are in. If it is in a larger area the pressure will be less than if it were in a small area.

Key Scientists

John Boyd Dunlop (1840 – 1921) - http://www.ulsterhistory.co.uk/johndunlop.htm

Charles Macintosh (176 – 1843) - http://www.rampantscotland.com/inventors/inventions_waterproof.htm

John McAdam (1756 – 1836) - http://inventors.about.com/library/inventors/blJohnMcAdam.htm

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Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

To be able to distinguish between an object and the material from which it is made.

To be able to identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

To be able to identify and classify.

Hook – The Science Laboratory! In order to get the children engaged in this area of science, try to create a laboratory within your classroom. A ‘Careful, scientists at work’ sign could be placed on the door. On entering the ‘laboratory’ for the first time the children could be faced with tables on which you have placed a range of scientific equipment. A digital microscope could be showing something interesting on the white board. ‘Lab jackets’ (used white blouses/shirts) could be hung up on the back of each of the children’s chairs. Observe, identify and classify – What are objects made from? Establish with the children that all things are made from materials. Play ‘Kim’s game’. Hold up one object at a time and ask the children to name the object and then what material/s it is made from. Now (without the children seeing) take away one of the objects and ask the children to work out which one is missing and what it is made from. You can repeat this, but this time take away two objects, etc. Challenge the children to find many different materials. They could collect the objects and place them on their tables. Provide the children with hoops in which to place objects made from the same material. Some of the children might be able to work out that some of the hoops might have to overlap if there is an object made from 2 different materials. Recording Children could simply take a photo of their sorting circles that could then be printed and stuck in their book or a whole class big book/learning log. Alternatively the children could draw and label their circles and then draw the objects in each of them.

Use white blouses/shirts

Digital microscope

A variety of objects made from various materials

Hoops (possibly PE ones)

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Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

To be able to describe the simple physical properties of a variety of everyday materials. To be able to compare and group together a variety of everyday materials on the basis of their physical properties.

To be able to observe carefully , using simple equipment.

Observation – What are the properties of the different materials?

Talk with the children about how they sense the world around them (touch, see, hear, smell and taste). Inform them that they are going to be great sense detectives; able to identify materials by using their senses to work out the properties of the materials

Hook – Mystery pictures. Use a digital microscope to take some pictures of various materials within your classroom. Display these pictures on your whiteboard. Challenge the children to find the materials that match the photo. If possible, set up a laptop and microscope for each table so that the children can find out whether they are correct.

.

Touch challenge. Begin by asking a child to hold an object and describe what it feels like: rough/smooth, flat/bumpy, sharp/blunt. In small groups, children could be given an opaque bag in which one of the children in the group will place an object from a collection. The other children take it in turn just to feel what is in the bag, and then describe it.

Recording

The children could decide on a property, record this as a title and then either write down or draw objects that have that property.

Sight challenge. Again, begin by asking a child to describe what a particular object looks like. Display key words and read them through with the children. Working again in small group, one child will sit behind some kind of partition (e.g. a large book standing up). On their side of the ‘screen’ there will be a set of objects. He/she must describe the properties of each of these to his/her partners sitting on the other side of the screen.

I spy. As a class you could play a version of ‘I spy’ around the school. A child, for example, could call our ‘I spy with my little eye something that is smooth and transparent’.

What is the property? Teacher could demonstrate this activity to begin with. Place objects that have the same property in a sorting circle. The children must work out what the property is.

Digital microscopes

Laptops

Pictures of a range of materials taken with the digital microscope

Feely bags

A range of objects made from a variety of materials

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Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

Children can then play this in small groups.

To be able to describe the simple physical properties of a variety of everyday materials. To be able to compare and group together a variety of everyday materials on the basis of their physical properties. To be able to ask simple questions.

To be able to identify and classify.

Identifying and classifying – What are the properties of different materials? Creating a key Provide partners with a large sheet of paper and some small slips of paper. On each slip there is the same questions stem – ‘Is it…?’. Provide the children with a range of objects made from different materials. Each pair places some objects at the top of their piece of paper. Under the objects they place their first question slip (e.g. ‘Is it shiny?). They then lay two lolly sticks/straws; one going to the right (‘yes’) and the other to the left (‘no’). The children can then move all the objects into the two new piles. Starting with just one of these piles the children must then select another property that will divide this pile, again write it on a slip and place it under the pile. This pile can then be divided according to the question on the slip. Some groups might find 6 objects enough, whereas other groups might try 10 or more.

Recording – The children could stick the questions where they are on the paper. They could draw or write the names of the materials where they are above the questions. Alternatively, a photo could be taken of the children’s keys. Game – Property chain

In a group, the first child lays down an object and describes one of its properties (e.g. ‘My ruler is bendy’). The next child lies down another object, repeats the property given for the first object, and then adds one of their own for their object (e.g. Your ruler is bendy and my rock is rough). Children are knocked out of the game if they can’t remember the property of the object that had been mentioned.

Lolly sticks

Large sheets of paper

Slips of card with questions written on them

Slips of card on which children can write questions

A range of objects made from different materials

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Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

To be able to distinguish between an object and the material from which it is made.

To be able to identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

To be able to perform simple tests.

Simple test – What happens to materials when they are heated and cooled? Show the children the materials that you have chosen for melting. Ask them to suggest which property of the materials they could be testing for. They could, for instance, suggest stretchiness, whether or not it is permeable to water, whether light will pass through it, whether or not it is magnetic, etc. Hopefully, they will mention about whether or not an object will melt. This activity will require close supervision (i.e. use several adults in the room and insist that the children stay in their seats) as the children will be observing how materials change when they are heated. The equipment you need in order to het some materials are: a metal bowl (dog bowls are great), 5cm sand in the bottom of the bowl, a metal nightlight holder (available from some school science companies) holding a nightlight standing in the sand, and a small metal tray on top of the nightlight holder. The object to be heated can be placed in the small metal tray. The nightlight must be lit and supervised by an adult. Suitable objects for heating could include: butter, chocolate, wax, an ice cube, sugar cube. The children, having looked at the equipment, could be asked to work out how to use it in order to heat the materials. Alternatively, use bowls of hot water or hot water bottles. Children can place the item to be melted on a foil tray on top of the water or the hot water bottle. Recording The children could draw or write the name of the materials and then draw/write next to it what happened when it was heated.

Explore – Cooking changes – How can we change food materials in the kitchen?

There are plenty of cooking activities that are suitable for children of this age: baking biscuits, make jelly, bake cakes and making ice lollies

The children could also try making their own ice cream:

Mix milk, sugar and vanilla essence in the small bag and seal. Put plenty of ice and the salt in the large bag, add the small bag, seal. Shake vigorously for 5 minutes (could be wrapped in a towel), serve and eat.

Objects for heating could include: butter, chocolate, wax, an ice cube, sugar cube.

Metal bowls (e.g. dog bowls)

Sand

Small metal trays

Nightlights

Nightlight holders

Ingredients for cooking

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Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

To able to describe the simple physical properties of a variety of everyday materials. To be able to compare and group together a variety of everyday materials on the basis of their physical properties. To be able to ask simple questions and recognise that they can be answered in different ways.

Generating questions Explain to children that scientists, working in their laboratories, must come up with questions that they can then try to find the answers to. Ask the children to look at the different types of paper that you have provided them with. Ask them to come up with questions about the properties of paper. You could provide them with question stems in order to scaffold their questioning; ‘Does paper...’, ‘Which paper is the best at ...’, ‘ I wonder what would happen if we…’, etc. Ask the children to choose some of their questions. They then must explain to a friend how they could find the answer to their question. Share some of the children’s questions on the white board. Ask the children how they could answer these questions. Encourage them, when appropriate, to think of more than one method for finding out the answer. Recording The children could record some of their favourite questions. Some of these could be written in cut-out speech bubbles that could then be stuck in the whole –class floor-book. Simple test – How well do different kitchen paper towels absorb water? Show children different types of kitchen paper towel and ask them what they are used for. Hook – A scenario – Inform children that as scientists will be making up their own test to help another teacher whose cat is always knocking over their water tray, which then leaves a puddle on the kitchen floor. Give children an opportunity to talk about how they could find out which paper towel is best at

Many different types of paper

Various kitchen towels

Syringes

Beakers of water

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Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

absorbing water. There are a variety of methods the children could use, or choose from:

1. They could use a syringe to drop 5ml of water on a table so that it makes a small puddle. They could then place the paper on top of it for a set period of time and see how much water is left on the table.

2. They could cut a strip from each of the papers and then dangle these over the side of a beaker into some water so that edge of the paper just touches the water. They could either time how long it takes for the water to reach a line drawn on each of the papers, or they could count to a number and then take out each of the pieces of paper and see how far up each strip the water has travelled.

3. They could stretch the papers over beakers and then count the number of drops placed on the paper until they can see it leaking through and into the beaker.

Recording The children could either draw what the paper looked like each time, or describe/draw the amount of water that was left on the table.

They could report back to the other teacher which type of paper towel will be best to keep in their kitchen.

To able to describe the simple physical properties of a variety of everyday materials. To be able to compare and group together a variety of everyday materials

Problem-solve/simple test – Which fabric will be best for a jacket for a child? Hook – a distraught customer. At the start of the lesson ask one of your colleagues to come into your room. This colleague must act out being an annoyed customer who now wants a team of scientists to help her/him. He/she has bought a new jacket, but it doesn’t have the properties that it should. Can the children/scientists help? Allow the children to discuss which properties a jacket for a child should have. Record these on the white board. Decide as a class how you would find out which fabric had the best properties.

1. Waterproof. Show children different clothes that are made from different fabrics and talk about how these clothes might be used. With the children’s help, develop an investigation

Variety of fabrics

Teaspoons

Beakers

Tubs

Elastic bands

Large pebbles

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Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

on the basis of their physical properties. To be able to record simple data in order to answer a question. To be able to make simple measurements with equipment (non-statutory).

which will test just how well different fabrics will let water through. To make the measurements more accurate, the children could use teaspoons to measure the volume of water to be used into a beaker – e.g. 10 teaspoons. This quantity of water could be poured over a fabric that has been attached using an elastic band to a small tub. The children could then use the teaspoon to measure how much water was collected in the tub after a minute.

Recording The children could complete a bar graph that has been prepared for them on squared paper. The different fabrics can be list along the bottom of the graph, whilst the number of teaspoons can be recorded along the Y axis.

2. Strength. Once again, involve the children in developing ideas as to how to test the strength of different fabrics. You could, for example, place each of the fabrics one at a time around a large pebble that you then use to scrape along the playground. The children could count the number of scrapes until a hole appears. Slightly more complicated and requiring a little more care, the children could hang the fabrics and then hang different amounts of masses from them until they tear.

Recording As above, this is a very good opportunity for children to develop a bar graph. However, it could be that you discuss different methods, model them on the board, and then let the children choose. Finally, allow the children to feedback their findings to the ‘distraught customer’.

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Kent Scheme of Work for Primary Science, 2014, Edukent

Learning Expectations Possible Tasks Resources

To be able to compare and group together a variety of everyday materials on the basis of their physical properties.

To be able to record simple data in order to answer a question.

Simple test – Which materials make the best crash mat for Humpty Dumpty?

Allow children to feel balloons that have been filled with air. By pushing in on them they will find that also push back. Can they think of any other materials that do that? Hook – A message from Humpty Dumpty If possible, ask a colleague to use a puppet of Humpty Dumpty to communicate with the children in your class by using a webcam! ‘Humpty Dumpty’ could be asking for help. He is always falling off the wall and cracking. Ask the children for ideas as to how they could test whether a material would make a good crash mat for Humpty Dumpty. The children could test their ideas by dropping bouncy rubber eggs from a set height into a washing-up bowl that contains the material being tested. The children could observe how high the egg bounces. Recording The children could be provided with the table below. They could simply record the height bounced by the egg in the following terms: low, medium and high.

Type of material Height bounced – first try

Height bounced – second try

Height bounced – 3rd try

After initial testing maybe three or four ‘good’ materials could be tested as a class using real hard-boiled eggs!

Bouncy rubber eggs

Hard-boiled eggs

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Kent Scheme of Work for Primary Science, 2014, Edukent

Year 1 – Everyday Materials Assessing children’s knowledge and understanding of the nature, processes and methods of science

Learning expectation Group 1

(lower ability)

Group 2 (average ability)

Group 3 (higher ability)

Comments

To be able to distinguish between an object and the material from which it is made.

To be able to identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

To be able to describe the simple physical properties of a variety of everyday materials.

To be able to compare and group together a variety of everyday materials on the basis of their physical properties.

To be able to identify

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Kent Scheme of Work for Primary Science, 2014, Edukent

and classify.

To be able to observe carefully, using simple equipment.

To be able to ask simple questions and recognise that they can be answered in different ways.

To be able to perform simple tests.

To be able to record simple data in order to answer a question.

To be able to make simple measurements with equipment (non-statutory).

Children below the learning expectations

Children above the learning expectations