Materials 1.2 Grouping

Sc3: Materials

1.2 Grouping

P.O.S.

Key Stage 1 Sc3 1b,1c,1d

Key Stage 2 Sc3 1a, 1b, 1c

LEARNING OBJECTIVES

  • To experience a range of everyday objects.
  • To be able to group and sort materials.
  • To be able to name some common materials.
  • To be able to link the property of a material to its use.
  • Begin to develop the skill of fair testing.

ICT
  • Use CD Rom that allows pupils to combine words and pictures about materials and objects.
  • Use a video about recycling.
/ LINKS
DT
Art /

VOCABULARY

Wood, paper, metal, fabric, plastic, glass, ceramic-type materials e.g. clay, china, pottery, float, sink, magnetic, strong, re-cycle
ACTIVITIES
  • See early sorting activities with food and drink in Unit on Humans – Food and Drink.
  • Sort everyday objects by identity e.g. spoons, candles, cars.
  • Group everyday objects by single property, e.g. hard, wet, shiny.
  • Regroup same objects by a different property, to explore similarities and differences.
  • Identify objects by 2 properties e.g. find a hard, shiny thing from group given.
  • Begin to name materials, as part of grouping activity e.g. metal, plastic, wood, paper, rock, glass. Go round school to identify examples.
  • Explore range of real objects e.g. kitchen implements – “What are they made of?”
  • Discuss and look at some objects that are found naturally and also simple ones they are likely to have seen.
  • Explore floating and sinking – which materials float and which sink?
  • Explore magnetic/non-magnetic objects. Can they find magnets in use in the home/classroom?
  • Make a collection of different fabrics.
  • Talk about recycling
- make collections of objects that can be recycled
-take to recycling depot
-talk about using objects again in class e.g. yoghurt pots
-use a magnet to sort drinks cans for recycling
  • Look at everyday objects and relate property to use e.g. why are windows made of glass, not wood?
/ RESOURCES
  • A wide –ranging selection of everyday, relevant objects.
  • Hoops or similar for grouping
  • Symbol/word labels. Picture cards
  • Clear water tank
  • Fridge magnets; magnetic door catches: games like “Fishing”; magnetic letters
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
  • Distinction between man-made/natural is difficult.
  • “Odd-one-out” activities need to involve clearly different materials.
  • Pick very obvious, simple objects when considering natural and man-made.
  • ‘Metal’ can be a difficult concept to many children.
  • Safety implications of stretching investigations and testing materials to destruction. (Refer to “Be Safe”)

OWN ACTIVITIES
POSSIBLE INVESTIGATIONS
  • Which type of shopping bag holds the most before breaking?
  • Which paper is best for writing on?
  • Which materials stretch?
  • Which is the best material for wiping water off a table?

Name:

Date Record Began:

Outcomes: ‘P’ Level 1 NC Level 1

P1 (i) /
  • Is present during the experience but may not respond e.g. touches hands with objects that are being sorted.

  • May be resistant.

P1 (ii) /
  • Shows a fleeting, random response e.g. blinks, vocalises, turns head when object touches part of their body.

P2 (i) /
  • Begins to attend and respond – may be inconsistent e.g. makes a general arm movement towards objects.

P2 (ii) /
  • Shows more consistent attention and response is more differentiated e.g. holds onto soft object but throws hard object away, watches shiny objects for prolonged period.

P3 (i) /
  • Observes results of own actions with interest e.g. when dropping objects into water.

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

P4 /
  • Explores properties of everyday objects and materials.

P5 /
  • Begins to share and take turns e.g. with help will take turns to find a shiny object

  • Shows anticipation when using magnets e.g. shows excitement when magnets are put out for the activities.

P6 /
  • Participates actively e.g. can take part in group sorting activity, can find “Odd one out” in a collection of different materials, if very obvious.

  • Begins to show an awareness of treating things in the same way e.g. feels and explores all objects given.

  • Selects an object from a small group using one obvious property e.g. something rough.

P7 /
  • Begins to name some materials e.g. paper, plastic, glass, metal.

  • Shows an awareness of treating things in the same way e.g. when testing materials says that they all need to be tested.

  • Sorts objects by one given obvious property e.g. hard, soft.

P8 /
  • Says what some obvious everyday objects are made of e.g. windows, book, spoon.

  • Selects a named material from a mixed group, not always correctly.

  • Identifies some obvious, common materials around school.

  • Starts to show an awareness of amounts to use in investigations.

  • Selects an object from a group using 2 obvious properties e.g. chooses a sock as being soft and stretchy.

N.C. Level 1 /
  • Finds some examples around school of a named material.

  • Sorts everyday objects into groups of like materials – teacher given criteria given by teacher.

  • Talks about what could affect a test, with support

Further Comments