Materials 1.1 Exploring with the Senses

Sc3: Materials

1.1Exploring with the Senses

Same & Different

P.O.S

Key Stage 1 Sc3 1a

Key Stage 2 Sc3 1a

LEARNING OBJECTIVES

  • To experience a range of properties of everyday objects using all senses.
  • To be able to identify some similarities between materials.
  • To be able to identify some differences between materials.
  • To begin to develop the skill of observing.
  • To begin to describe some properties of materials.

ICT
Use CD ROM with grouping and sorting activities / LINKS
DT
Art
Materials 2 - Grouping /

VOCABULARY

Wet, dry, fluffy, shiny, bendy, hard, soft, prickly, rough, smooth, heavy, light, stretchy, transparent, opaque, names of colours, same/different
ACTIVITIES
  • Explore every day objects and toys (ensuring that there is a range of man-made and natural materials), by touching for the following characteristics:
-hard things – the “hardness” of hard, soft things, wet, dry, fluffy, shiny, bendy, prickly, rough, smooth, heavy, light, stretchy .e.g. use feely-bags or box or blindfold
  • Explore every day objects and toys, man-made and natural by looking.
-transparent
-opaque
-coloured
-shiny
-dull
  • Explore every day objects and toys, man-made and natural, by listening
-wooden/metallic/plastic e.g. musical instruments.
-Push wheelchair over different surfaces e.g. bubble wrap, carpet, gravel
-Drag an object over rough/smooth surfaces.
  • For activities involving exploring materials by taste or smell see Units in
Humans – The Senses
Humans – Food and Drink
  • Select the “Odd one out” from three objects.
  • Experience grouping and sorting of a variety of objects in different ways e.g. teacher selects an object from a group and pupil finds another like it. Whole class is included in agreeing which group to put object.
/ RESOURCES
  • A wide-ranging selection of everyday, relevant objects, e.g. carpet tiles (end of range at carpet shops), artificial turf, large sheets of bubblewrap etc
  • Hoops or similar for grouping activities.
  • Feely bag

VISITS

  • Woodyard, builders yard, garden centre
  • Recycling centre
  • Hardware store
  • Department store
  • Church
  • Glass factory
  • Crafts people – cooper, farrier etc
  • Quarries, slate mines
/ POINTS TO NOTE
  • Safety issues when touching hot things, small things (swallowing), mouthing things (sharp, brittle)
  • Be aware of pupils with hypersensitive hearing.
  • Pupils often focus in the name of the object or what it is made of rather than its properties.

OWN ACTIVITIES

POSSIBLE INVESTIGATIONS

  • Which material makes the loudest noise?
  • Which material is the roughest? This could be done using touch or seeing whether it rips a more delicate material like tissue.

Name:

Date Record Began:

Outcomes: ‘P’ Level 1 NC Level 1

P1 (i) /
  • Is present during an experience, may show no response, e.g. when hand placed on something wet or listening to a musical instrument.

  • May be resistant.

P1 (ii) /
  • Shows random fleeting response to experience – e.g. looks briefly, touches, vocalises, blinks, turns away in response to stimulus.

P2 (i) /
  • Begins to accept and engage in coactive exploration e.g. feeling materials hand over hand with adult.

P2 (ii) /
  • Shows more consistent attention e.g. looks at all shiny objects but ignores non-shiny objects.

  • Shows differentiated response to specific stimulus, e.g. shows pleasure/displeasure each time in same way to same experience.

P3 (i) /
  • Observes result of own action with interest e.g. pushes hard object into soft clay.

P3 (ii) /
  • Responds to choice of 2 materials e.g. by touching or eye-pointing towards one not the other.

P4 /
  • Knows what to do with some everyday objects e.g. that a sponge can be squeezed, ball can be bounced.

P5 /
  • Begins to initiate interaction with materials e.g. puts soft sponges onto face.

  • Begins to co-operate with turn taking, sharing e.g. passing objects round after feeling it with prompting.

  • Begins to anticipate, e.g. covers ears before metal cymbals are crashed together.

P6 /
  • Shows clear preferences between properties of materials e.g. explores and handles stretchy materials in preference to non-stretchy materials.

  • Recognises some differences between properties e.g. selects an object in the “odd one out” game, not always correctly or with support.

  • Recognises features of object e.g. matches properties of materials by finding another shiny thing.

  • Observes by indicating something about an object when asked about it.

P7 /
  • Begins to name some properties of materials using everyday words and not always correctly.

  • Uses appropriate sense to explore properties of familiar objects e.g. smells soap and does not mouth it.

  • Begins to describe properties of familiar objects, e.g. flannel is wet, Teddy is soft.

  • Demonstrates the skill of observing by sorting by identity e.g. puts all the candles etc in one group.

P8 /
  • Begins to group real obvious objects by their properties when given one object at a time e.g. places object in the correct set.

  • Names properties with less support and more confidence using everyday words.

  • Demonstrates the skill of observing by finding an object in the classroom that has a particular property e.g. something that is rough.

N.C. Level 1 /
  • Describes some similarities and differences between objects in terms of properties with support.

  • Uses relevant senses to explore an unfamiliar object.

  • Sorts objects using given, less obvious, criteria e.g. stretchy, see-through.

Further Comments