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Marvellous materials - Hamilton trust planning

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Marvellous materials - Hamilton trust planning

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You Will Need

Provided Resources
Different umbrellas and resource presentation
Additional Resources

A torn umbrella

Samples of materials including a selection of suitable fabrics (hessian, felt, paper, cotton, plastic, oil skin, carpet, etc.) and also unsuitable materials such as metal and wood

Cameras or recording devices

Planning and Activities

Teaching

Recap on how different objects are made from different materials.

Fix a torn umbrella, using materials they select for their useful properties.

Discuss their selection of materials for fixing the umbrella: what properties does this material have that makes it a good choice?

Discuss their designs and make predictions.

Activities

1. Explore a range of materials with a view to fixing a torn umbrella.

2. Understand some materials may be suitable whilst others are not, using the language of useful properties.

3. Discuss and explore how to test the materials in an investigation and make simple notes about those thoughts.

Investigation - problem solving
Rise to the challenge of fixing a torn umbrella, using materials they select for their useful properties.
Discuss selection of materials for fixing the umbrella: what properties does this material have that makes it a good choice?

Vocabulary
Waterproof, absorbent, lightweight, breaks/tears, materials, properties

Planning and Activities

Teaching Activities

1. Understand, through exploration and investigation, that some materials are more suitable than others for mending an umbrella because of their physical properties.

2. Be able to articulate their scientific reasoning for selecting and investigating certain materials.

Investigation - observing over time, problem solving
Investigate the materials for their useful properties, considering questions such as: how can we know that this material will not let the rain through? How can we test it?
Use pipettes to simulate raindrops and experiment with the different materials.

Vocabulary
Waterproof, absorbent, breaks/tears, materials, properties

Planning and Activities

Teaching

Understand that water is a material and ice is water in a different state.

Consider the questions: how does the appearance of ice change as it melts? How long will the block of ice last? What will happen if we put salt on it?

Record observations and make predictions.

Understand what happens to particles in ice and water by role-playing the movement of particles in the PE hall/playground.

Activities

1. Understand that water is a material and ice is water in a different state.

2. Observe and record the changes to a block of ice.

3. Begin to understand that what happens to particles in ice when it starts to melt and turn to water.

Investigation - exploring, problem solving, observing over time
Observe a block of ice and record the changes.
Devise an investigation to melt the ice quickly or slowly.

Vocabulary
Water, ice, melts, frozen, observe, materials, properties

Planning and Activities

Teaching Activities

1. Understand that water is a material and ice is water in a different state.

2. Consider, predict and then explore ways of speeding up or slowing down the melting of ice.

Vocabulary
Water, ice, melts, frozen, observe, materials, properties

You Will Need

Additional Resources

Wellies

Water

Plastic sheets

Chalk

Video devices

Strips of paper or ribbon for measuring the puddles

Large sheets of paper

Children splashing in puddles from www.YouTube.com

Planning and Activities

Teaching Activities

1. Understand that water is a material.

2. Explore the properties of water by looking at puddles in the playground.

3. Make predictions about the puddles and record them using chalk and paper cut outs.

Investigation - exploring, observing over time
Create puddles in shallow containers or plastic sheets.
Drawing chalk lines around the puddles at different times, measure and observe the changes and make predictions.
Create a simple chart, or series of diagrams, to show how the puddles change.

Vocabulary
Water, puddle, evaporation, bigger, smaller, materials, properties

Planning and Activities

Teaching

Activities

1. Explore puddles and observe changes and exploring own ways of recording puddle changes

2. Use scientific vocabulary such as water, bigger, smaller, drying up, rain, changing, evaporation

3. Represent their observations and understanding through dances and role-play and through speaking to an audience about what they have learned

Investigation
Create puddles in shallow containers or plastic sheets.
Drawing chalk lines around the puddles at different times, measure and observe the changes and make predictions.
Create a simple chart, or series of diagrams, to show how the puddles change.(Exploring, observing over time).

Vocabulary
Water, puddle, evaporation, bigger, smaller, materials, properties

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Explore a range of materials suitable for fixing a broken umbrella and test them using pipette to simulate raindrops in this Year 1 Science Block. Working with play figures frozen in ice, devise an investigation to release them. Explore puddles and observe how they change.

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https://www.hamilton-trust.org.uk/science/year-1-science/everyday-materials-lets-build/

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Play 'Odd One Out' (identify and discuss the materials/properties of objects on a table).

Sort objects in the classroom according to these criteria: hard, soft, stretchy, stiff, bendy/floppy.

Consider the question: if everything I touched became flexible (floppy), how would my life be different? Tell stories to each other about an average day in a world where nothing was rigid.

Activities
Investigation - sorting, classifying and identifying
Sort objects in the classroom according to these criteria: hard, soft, stretchy, stiff, bendy/floppy.

Vocabulary
Rough/smooth, flat/bumpy, sharp/blunt, wood, metal, plastic, glass, rock, materials, properties

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In this Year 1 Science Block explore different materials and sort them into groups before writing songs based on their properties! Consider what it would be like if the tables were made of jelly or the chairs were chocolate! Then recreate the story of the three little pigs and predict what will happen to their houses.

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Sorting materials

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Year 1 Science Classroom Observation: Topic - Materials

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This lesson's focus is on sorting and describing the features/characteristics of materials. Children use their senses to see what materials look and feel like in order to find out more about them and convey this knowledge.

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A range of material-related activities