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Everyday Materials

Science Year 1 Let's Build

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.

block outcomes Key Concepts

Session 1 What materials can we find?

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Objectives

Play 'I-Spy the Material' game in the classroom, before discussing why different materials have been used. Sort items according to their properties and consider what it would be like if the tables were made of jelly or the chairs were chocolate!

Science Objectives
i) Distinguish between an object and the material from which it is made.

ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal.

iii) Describe the simple physical properties of a variety of everyday materials.

iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Perform simple tests.
  4. Identify and classify.
  5. Use observations and ideas to suggest answers to questions.
  6. Gather and record data to help answer questions.

You Will Need

Provided Resources

  • Material Zones resource
  • Vocabulary definitions

Additional Resources

  • A collection of objects made from different materials and with different textures
  • Hoops
  • Opaque bag

Weblinks
 Which materials do we use? from bbc.co.uk

Lesson Planning

Teaching

  • Discuss, identify, label and record the materials they spot in the classroom.
  • Distinguish between an object and the material from which it is made.
  • Sort the objects according to properties (what material is this made of? What is its useful property?).
  • Consider the questions: What would the classroom be like if the tables were made of jelly? Or the chairs were chocolate? Why are certain materials used to make these items?

Activities

  1. Understand that objects need to be distinguished from their materials.
  2. Describe materials using scientific vocabulary.
  3. Understand that objects are made from materials with properties and begin to describe those properties.

Investigation - sorting, classifying and identifying
Identify and name the materials found in the classroom, using the scientific words: wood, plastic, glass and metal.
Sort the objects according to their properties (what material is this made of? What is its useful property?).
Play Material Snap in pairs, placing an object each on the table and seeing if their properties are the same.

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

Session 2 Matching materials!

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Objectives

Think carefully about the different materials and their properties, and play games in pairs with items from the classroom. Write songs based on the properties in materials and sing together at the end of the session!

Science Objectives
i) Distinguish between an object and the material from which it is made.

ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

iii) Describe the simple physical properties of a variety of everyday materials.

iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Perform simple tests.
  4. Identify and classify.
  5. Use their observations and ideas to suggest answers to questions.
  6. Gather and record data to help answer questions.

Lesson Planning

Teaching

  • Play Material Snap, placing objects on the table and seeing if their properties are the same.
  • Discuss the differences between an object and the material from which it is made.
  • Use scientific words to identify the materials: wood, plastic, glass and metal.
  • Write songs about materials and their properties (to the tune of Frere Jacques).

Activities

  1. Understand that objects are made of different materials and they have simple properties.
  2. Know that there is a difference between an object and the material from which it is made.
  3. Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

Investigation - exploring, problem solving
Explore a variety of different magnets and objects (both magnetic and non-magnetic), including paperclips in jars/bowls of water. Consider challenges such as: Can you get the paperclip out of the water without getting your hands wet? Are different magnets able to hold the same amount of paper clips?

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

Session 3 Magnets and metal

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Objectives

Play with magnets and explore their properties. Discover what's attracted to them and why. Create games using the magnets and metal objects in the classroom.

Science Objectives
i) Distinguish between an object and the material from which it is made.

ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

iii) Describe the simple physical properties of a variety of everyday materials.

iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Perform simple tests.
  4. Identify and classify.
  5. Use their observations and ideas to suggest answers to questions.
  6. Gather and record data to help answer questions.

Lesson Planning

Teaching

  • Explore a variety of different magnets and objects (both magnetic and non-magnetic), including paperclips in jars/bowls of water.
  • Consider challenges such as: Can you get the paperclip out of the water without getting your hands wet? Are different magnets able to hold the same amount of paper clips?
  • Discuss the properties of metal objects and why some metals stick to magnets.

Activities

  1. Discuss, during exploration, and articulate what they already know about magnets.
  2. Understand that not all metals are magnetic.
  3. Complete a challenge with a magnet and create their own magnetic games.

Investigation - exploring, problem solving
Create games in the classroom using the magnets, such as a fishing game, magnetic maps (magnet under a piece of paper and a paperclip), moving magnets without touching them, strength test with different magnets.

Vocabulary
Magnetic, non-magnetic, metal, materials, properties

Session 4 Sorting objects

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Objectives

Play 'Odd One Out' by carefully considering the properties of some objects. Sort objects in the classroom and then have fun imagining a world where nothing was rigid!

Science Objectives
i) Distinguish between an object and the material from which it is made.

ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

iii) Describe the simple physical properties of a variety of everyday materials.

iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Perform simple tests.
  4. Identify and classify.
  5. Use their observations and ideas to suggest answers to questions.
  6. Gather and record data to help answer questions.

You Will Need

Additional Resources

  • Magnets
  • Hoops
  • Objects made from different materials
  • Strips of card
  • Trays
  • Cloths

Lesson Planning

Teaching

  • 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

  1. Further understanding of materials and properties by sorting and classifying objects.
  2. Talk about the properties of materials using terms such as: hard, soft, stretchy, stiff, bendy/floppy.
  3. Imagine and wonder at a world where a material property was missing, such as rigidity.

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

Session 5 Three little pigs and their building choices

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Objectives

Listen to the story of the three little pigs and, in small groups, recreate using straw, twigs and bricks. Make predictions and a video.

Science Objectives
i) Distinguish between an object and the material from which it is made.

ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

iii) Describe the simple physical properties of a variety of everyday materials.

iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Perform simple tests.
  4. Identify and classify.
  5. Use their observations and ideas to suggest answers to questions.
  6. Gather and record data to help answer questions.

Extended Writing Opportunities
Instructions: Imagine you are one of the three little pigs. Write instructions to one of the other pigs explaining how to make a successful alternative house.

You Will Need

Provided Resources

  • 'What's My Material?' cards

Additional Resources

  • Sticky tape
  • iPads
  • Little twigs, hay or straw
  • Art straws
  • Lego
  • Play dough
  • Clay
  • Video recording devices

Weblinks
The Three Little Pigs video clip from www.YouTube.com

Lesson Planning

Teaching

  • Recreate the story of The Three Little Pigs using straw, twigs, bricks and other materials.
  • Predict which material will be the most successful and why.
  • Video the story retellings with commentary and explanations.
  • Discuss why some pigs may not choose to use bricks (more expensive, heavier, harder work to build with, etc.) and suggest successful alternatives.

Activities

  1. Revisit materials and their properties through a game.
  2. Explore the materials that were available to the pigs, generating questions and observations.
  3. Predict which material will be the most successful for house building and why.

Investigation - exploring, problem solving
Listen to the story of three pigs who didn't choose the right materials and recreate using straw, twigs, bricks and a hairdryer.

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

Session 6 The alternative three little pigs

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Objectives

Using alternative building materials, recreate the story of the three little pigs and predict what will happen to their houses!

Science Objectives
i) Distinguish between an object and the material from which it is made.

ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

iii) Describe the simple physical properties of a variety of everyday materials.

iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties.

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Perform simple tests.
  4. Identify and classify.
  5. Use their observations and ideas to suggest answers to questions.
  6. Gather and record data to help answer questions.

Extended Writing Opportunities
Stories with familiar settings: Rewrite the ending of the three little pigs with the new, improved house that you have designed. How does this change the ending?

You Will Need

Additional Resources

  • Edible alternatives to the straw, sticks and bricks - strawberry laces, bread sticks or chocolate matchsticks and sugar cubes for example
  • Trays
  • Video recording devices
  • Freezer bag

Weblinks
 Three Little Pigs video clip from www.YouTube.com

Lesson Planning

Teaching

  • Watch the videos from the previous session and recap the learning.
  • Use materials to recreate the alternative story of the Three Little Pigs.
  • Predict which material will be the most successful and why.
  • Video these alternative story retellings with commentary and explanations.

Activities

  1. Recap learning from previous sessions.
  2. Explore different materials not usually used for building, discussing their properties and predicting what would happen if the wolf actually blew on the houses.
  3. Apply their recent knowledge to imagine a world where houses were really built out of edible materials.

Vocabulary
Rough/smooth, flat/bumpy, sharp/blunt useful, materials, properties

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