Everyday Materials

Science Year 1/2 Brilliant Builders!

Explore and compare 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 We're going on a material hunt

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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 (1EM).
ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock (1EM).
iii) Describe the simple physical properties of a variety of everyday materials (1EM).
iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties (1EM).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Identify and classify.
  3. Use their observations and ideas to suggest answers to questions.

Planning and Activities

Teaching

  • Discuss, identify and label various materials.
  • Consider what the classroom would be like if objects were made of different materials.
  • Distinguish between an object and the material from which it is made (Yr1).
  • Sort the objects according to their properties and their usefulness (Yr2).

Activities

  1. Identify some of the materials in the classroom.
  2. Appreciate the usefulness of some materials (tables made of wood and metal, not jelly).
  3. Understand the difference between an object and the material from which it is made (Yr1).
  4. Sort objects according to their properties, usefulness and other criteria (Yr2).

Investigation - sorting, classifying and identifying
Identify and name the materials found in the classroom, Sort the objects according to their properties. Play Material Snap in pairs.
Year 1 - Understand the difference between an object and the material from which it is made.
Year 2 - Sort objects according to their properties, usefulness and other criteria.

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

Session 2 Material pairs and properties

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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 (1EM).
ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock (1EM).
iii) Describe the simple physical properties of a variety of everyday materials (1EM).
iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties (1EM).
v) Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses (2EM).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Identify and classify.
  4. Use their observations and ideas to suggest answers to questions.

You Will Need

Provided Resources

  • Material Snap
  • Frère Jacques materials song

Additional Resources

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

Weblinks
Video of Frère Jacques tune from www.YouTube.com

Planning and Activities

Teaching

  • Identify and compare the materials various objects are made from.
  • Discuss the differences between an object and the material from which it is made (Y1).
  • Consider how the properties of materials make them suitable for their purpose (Y2).
  • Write songs about the properties of materials (to the tune of Frère 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 - pattern seeking, problem solving
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 of materials.
Year 1/2 - Understand that objects are made of different materials and they have simple properties.

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

Session 3 Sticking together

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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 (1EM).
ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock (1EM).
iii) Describe the simple physical properties of a variety of everyday materials (1EM).
iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties (1EM).
v) Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses (2EM).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Identify and classify.
  4. Use their observations and ideas to suggest answers to questions

Planning and Activities

Teaching

  • Explore a variety of different magnets and objects (both magnetic and non-magnetic).
  • 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.
  • Consider questions such as: does everything made of metal stick to a magnet? (Yr1).
  • Discuss the properties of metal objects and usefulness of magnets (Yr2).

Activities

  1. Explore a variety of different magnets and objects.
  2. Consider questions such as: does everything made of metal stick to a magnet? (Yr1).
  3. Discuss the properties of metal objects and usefulness of magnets (Yr2).

Investigation - observing over time, problem solving
Play with magnets and explore their properties. Create games using magnets and classroom metal objects.
Year 1 - Consider questions such as: does everything made of metal stick to a magnet.
Year 2 - Discuss the properties of metal objects and the usefulness of magnets.

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

Session 4 Odd one out

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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 is rigid!

Science Objectives
i) Distinguish between an object and the material from which it is made (1EM)
ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock (1EM).
iii) Describe the simple physical properties of a variety of everyday materials (1EM).
iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties (1EM).
v) Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses (2EM).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Identify and classify.
  4. Use their observations and ideas to suggest answers to questions.

Planning and Activities

Teaching

  • Identify and discuss the materials/properties of objects on a table (Yr1).
  • Sort objects in the classroom according to these criteria: hard, soft, stretchy, stiff, bendy/floppy (Yr2).
  • 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 were rigid.

Activities

  1. Understand materials and their properties by sorting and classifying objects.
  2. Understand 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.
Year 1/2 - Understand the properties of materials using terms such as hard/ soft / stretchy/ stiff/ bendy/ floppy.

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

Session 5 Three little pigs: brilliant builders?

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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 (1EM).
ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock (1EM).
iii) Describe the simple physical properties of a variety of everyday materials (1EM).
iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties (1EM).
v) Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses (2EM).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Use their observations and ideas to suggest answers to questions.

Planning and Activities

Teaching

  • Explore the different materials the Little Pigs used (Yr1).
  • Predict which material will be the most successful for the Little Pigs and why (Yr2).
  • Video a re-telling of the story 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. Explore and understand the properties of the different materials the Little Pigs used (Yr1).
  2. Predict which material will be the most successful for the Little Pigs and why (Yr2).
  3. Understand why some pigs may not choose to use bricks (more expensive, heavier, harder work to build with etc) and suggest successful alternatives based on previous learning.

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.
Year 1 - Explore and understand the properties of materials used by Little Pigs.
Year 2 - Predict which material will be most successful.

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

Session 6 Three little pigs: alternative materials

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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 (1EM).
ii) Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock (1EM).
iii) Describe the simple physical properties of a variety of everyday materials (1EM).
iv) Compare and group together a variety of everyday materials on the basis of their simple physical properties (1EM).
v) Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses (2EM).

Working Scientifically

  1. Ask simple questions and recognise that they can be answered in different ways.
  2. Observe closely, using simple equipment.
  3. Use their observations and ideas to suggest answers to questions.

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 bags

Weblinks
Three Little pigs ipad app from http://nosycrow.com
The three little pigs video clip from www.YouTube.com

Planning and Activities

Teaching

  • Watch the videos from the previous session and recap the learning.
  • Explore and use materials to recreate the alternative story of the Three Little Pigs (Yr1).
  • Predict which material will be the most successful and why (Yr2).
  • Video these alternative story re-tellings with commentary and explanations.

Activities

  1. Explore and use materials to recreate the alternative story of the Three Little Pigs (Yr1).
  2. Predict which material will be the most successful and why (Yr2).

Investigation - exploring, problem solving
Use alternative building materials to recreate the story of the three little pigs.
Year 1 - Explore and use materials to recreate alternative story.
Year 2 - Predict which material will be the most successful and why.

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

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