the properties of different What do you notice? (It behaves like a liquid when it is stirred materials. slowly but a solid if it is stirred quickly.) Children should also explore it in their hands, rolling and pushing it. NC Identify and compare the Tell children that there are lots of interesting things to find out suitability of a variety of about all sorts of materials. In small groups, children read the facts everyday materials, including in AMAZING MATERIALS. Ask them each to pick out the fact wood, plastic, glass, they find most interesting and tell the rest of the group why they brick, rock, paper and have chosen it. Share some of the childrenʼs choices with the class. cardboard for particular uses Children work in pairs or threes to raise questions and produce a 'lift-the-flap' style information sheet about a material they have Asking simple selected. They stick small pieces of card onto an A3 sheet of paper, questions and using sticky tape only along the top edges. recognising that they can be They then write questions (e.g. wood come from trees?ʼ ʻDoes answered in is the hardest type of wood?ʼ all wood brown?ʼ) on the ʻWhich ʻIs different ways 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 Give each child a strip of tissue paper that is 2 cm wide and 10 cm Photograph of results from rip test that we can record in a long. Demonstrate holding each end of one strip between your variety of different ways. 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
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
Year-12-A2A-Science-Medium-Term-Planner-Materials.docx