Year 1 Science Everyday Materials – Block 1EM – Marvellous Materials

Session 1:Mending a Torn Umbrella: Part 1
Science curriculum area(1EM): / Content(1EM)
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 (KS1 WS)
- skills explored withguidance / Working Scientifically (KS1 WS)
i) asking simple questions and recognising that they can be answered in different ways
ii) observing closely, using simple equipment
iii) performing simple tests
iv) identifying and classifying
v) using their observations and ideas to suggest answers to questions
vi) gathering and recording data to help in answering questions
Teaching Objectives /
  • 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

Key Vocabulary:waterproof, absorbent, lightweight, breaks/tears, materials, properties
ResourcesDifferent umbrellas and resource presentation, 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. / Weblinks
A short clip of children creating their own umbrella (parasol) designs.
Before the session:Make available in the classroom samples of different materials, including a selection of suitable fabrics and also unsuitable materials such as metal and wood. If possible, have a broken umbrella. Arrange another member of staff to come in and pretend to have just broken the umbrella. Have magnets, objects, hoops and strips of card available around the room. Place a selection of objects on a tray covered by a cloth. One of the objects should be the 'odd one out' (all but one are made of wood, etc.).Whole class:Show the chn the tray with the cloth over the objects. Say:In a minute I am going to take the cloth away and you must look very carefully at the objects. You have played this before, but this time you need to play using the correct vocabulary you now know from previous sessions. Give them fans from the resource sheet to flick through to remind them of the vocabulary they need to use. Show them the tray, asking them to talk about why they have selected an object to be the odd one out. Make sure they use the correct vocabulary when articulating their answers. Then arrange for someone to visit, announcing that their umbrella has torn. Challenge the chn to investigate some materials and work out which one would be the best to mend the umbrella. Ask them to turn to their partners and share their thoughts on how they go about fixing it. They need to consider questions such as: What do umbrellas do? What sort of fabric is useful for an umbrella? What properties will it need? How can we test a fabric to see if it has those properties?Show them the images in the resource pack. Encourage the chn to feel the existing umbrella and describe it, using words such as floppy, strong, bendy (flexible), thick, waterproof. Ask them to clarify what an umbrella is used for (keeping the rain off, also has to fold away neatly) and to make links between the umbrella's use and the useful properties of the fabric used. Show them the images in the resource pack, showing different umbrella designs. Then split the chn into groups, or pairs, and give them a selection of materials, along with the recording sheet from the resource pack.
Activities:Remind the chn to think about what properties are most useful for an umbrella before selecting the materials/several pieces of fabric (they will probably not select the materials such as wood or metal, but move around the groups asking them why those materials are unsuitable for mending an umbrella). Then ask the chn to work in pairs to fill in the Materials sheet from the resource pack and to photograph the pieces of fabric/materials they have selected for testing in the next session. Give them recording devices so they can record each other explaining why they have chosen the material, how they will test its suitability and what they expect the outcome to be. During their video, they need to answer these questions: Why have I chosen this? What will I do to see if it will work (as part of the mended umbrella)? What do I think will happen?
Plenary / Sit the class in a circle with the selection of materials in the middle. Ask chn to select a material and share their scientific thoughts on it (its suitability for mending the umbrella, its properties, etc.). You may want to sort the materials as a class, into suitable and unsuitable for mending the umbrella. There may be materials that are less easy to sort and will prompt discussion amongst the chn. Explain that next time they will be testing their materials and playing their recordings as a reminder of their thoughts during this session.
Outcomes / Children will
  • Explore a range of materials with a view to fixing a torn umbrella
  • Understand some materials may be suitable whilst others are not, using the language of useful properties
  • Discuss and explore how to test the materials in an investigation and make simple notes about those thoughts

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