1 Children will have shared which materials they can identify. NC Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses Identifying and classifying Children work in small groups of no more than four. Give each group samples of wood, metal, hard plastic, glass, brick, rock, paper, cardboard, rubber and different fabrics. Allow them time to explore the different materials. The things in of you are all examples of different materials. Everything in our world is made out of different kinds of materials. In their groups, children list as many different materials as they can. Share their ideas and make a class list. Play a game of ʻAltogether, Show Meʼ. Ask children, on the count of three, to lift up a named material from those in their collection. (Include use of the term ʻfabricʼ.) Children go on different hunts in the classroom or the playground, finding objects made entirely out of one material, e.g. rubber (an eraser) or hard plastic (a ruler). They then find objects made out of a combination of more than one material, e.g. plastic and metal (a pencil sharpener) or glass, plastic and metal (a computer). Ask children to name the different materials in the objects made out of more than one material. They could label these with sticky notes. If there are displays of materials in the classroom, allow children to add some of their objects to collections of the same material. Differentiation LA Restrict the to objects made from only one material. HA Include different types of wood and/or metal. out for Class list of materials Photographs of labelled materials Go on a material hunt at home. How many plastic/metal/rubber/fabric objects can you find? What is the most used material in your house?
the properties of different materials. NC Identify and compare the suitability of a variety of everyday materials, including wood, plastic, glass, brick, rock, paper and cardboard for particular uses Asking simple questions and recognising that they can be answered in different ways What do you notice? (It behaves like a liquid when it is stirred slowly but a solid if it is stirred quickly.) Children should also explore it in their hands, rolling and pushing it. Tell children that there are lots of interesting things to find out about all sorts of materials. In small groups, children read the facts in AMAZING MATERIALS. Ask them each to pick out the fact they find most interesting and tell the rest of the group why they have chosen it. Share some of the childrenʼs choices with the class. Children work in pairs or threes to raise questions and produce a 'lift-the-flap' style information sheet about a material they have selected. They stick small pieces of card onto an A3 sheet of paper, using sticky tape only along the top edges. They then write questions (e.g. ʻDoes wood come from trees?ʼ ʻWhich is the hardest type of wood?ʼ ʻIs all wood brown?ʼ) on the tops of the pieces of card, and their answer on the paper underneath the flap, so they are revealed when the flaps are lifted. Children should write at least five questions and corresponding answers. Children can decorate their information sheets with relevant images (e.g. trees for a sheet about wood). These information sheets can then be displayed and used by other children in the class. Differentiation LA Either allow weaker readers to work with a reading partner or gather them together to work in a group with an adult. Give children some question starters such as Does ...? Can ....? Are/is ...? How .....? 5 Children will have learned that we can record in a variety of different ways. Give each child a strip of tissue paper that is 2 cm wide and 10 cm long. Demonstrate holding each end of one strip between your finger and thumb, and ask children to copy you. Then place your strip on top of a piece of drawing paper cut to the same size as the Photograph of results from rip test