Hamilton Trust Science Year 1 Chemistry Strand Types of Materials

Hamilton Trust 2007 Y1 - Science

Science Year 1

Chemistry Strand: Types of Materials

Explore materials commonly found in the classroom, sorting them into plastic & not plastic. Discover objects that float & sink before carrying out related investigations. Use the Three Little Pigs to study building materials before looking at magnets. Description of sessions
Session A
Naming materials

Session B
Exploring plastics

Session C
Floating and sinking

Session D
Why things float

Session E
Materials for building

Session F
Magnetic materials

Explore materials and objects placed on tables round the room using looking and feeling. As a class name the materials, then in small groups talk about their properties. Go on a materials hunt around the school. Chn make a materials collage. Focus on plastic as a material. Sort objects into plastic & not-plastic. Be plastic detectives & find different plastic objects & then talk about their properties. Chn carry out investigation about which material is best for keeping cotton wool dry. Explore which materials float and which sink. Chn predict by sorting & testing, then record what has been found out in different ways. Use topic books and do some floating & sinking activities online. Why do some materials/objects float or sink? Talk about diff materials used to make boats & ships. Carry out investigations: can chn make plasticine float? How many pebbles/marbles will sink a plastic container? What happens when you blow air into water? Find out which materials are used for buildings. Read the story of The Three Little Pigs. Work in groups to make houses out of straw, wood and bricks, trying to make them strong enough to withstand a hairdryer. Exploring magnets and materials. Look at image of lodestone. Free exploration of magnets and materials around classroom. Focussed activity: sorting magnetic/non magnetic objects. Predicting and recording results. Look at games that use magnets.

Hamilton Trust 2007 Y1 - Science

Science Coverage

KS1 Y1 Science
Light & Sound 1 2b, 2d, 2e, 2f, 2g, 2h 2b, 2f, 2h, 2i 1b 2e, 2g Senses Types of Materials 1 2a, 2b, 2c, 2f, 2g, 2h, 2i, 2j 2a, 2b, 2c, 2f, 2g, 2h, 2i, 2j 2b, 2e, 2f, 2g, 2h, 2j 1a, 1b 2a, 2b, 2e, 2f 3b 4a, 4b 2a, 2b, 2f, 2j, 2k 1b, 1c 2b, 2e, 2f 3c 4b Intro to Forces Living & Growing Life Cycles

Programme of Study/ Strand Sc1 Ideas & Scientific evidence in Enquiry: science Investigative skills Sc2 Life 1. Life processes & processes living things 2. Humans & other animals 3. Green plants 4. Variation & classification 5. Living things in their environment Sc3 1. Grouping Materials & materials their 2. Changing properties materials Sc4 Physical Electricity processes Forces & Breadth motion Light & sound

Knowledge, skills & understanding

5a, 5c 1a, 1b, 1c, 1d

2a, 2b, 2c 3a, 3b, 3c, 3d

Breadth of study

1a, 1b, 1c, 1d, 2a, 2d

1a, 1b, 1c, 2a

1a, 1b, 1d, 2a

1b, 1d, 2a, 2b

1a, 2a, 2b

1a, 1c, 2a

Hamilton Trust 2007 Y1 - Science

Science Strands KS1

(with equivalent QCA units)

Year 1 Living & Growing Biology (1A partly) Life Cycles Biology (1B partly) Senses Biology (1A partly/1D/1F) Types of Materials Chemistry (1C) Intro to Forces Physics (1E) Light & Sound Physics (1D/1F)

Year 2 Healthy Humans Biology (2A) Plants Biology (1B/2B partly) Living Things in their Environment Biology (2B partly/2C) Changing Materials Chemistry (2D) Forces Physics (2E) Electricity Physics (2F)

Science Strand suggested links to current KS1 Topics

Year 1

Topic Clothes & Coverings

1 1 1 1 1 2 2 2 2 2 2 1/2 1/2 1/2

Homes & Houses Journeys Babies & Play Changes Talking Time Global Gardens Oceans & Seas Families & Neighbours Fire Fighting Fit Famous People Animals Food & Farming Countries & Cultures: France

Science Strand(s) Types of Materials/ Living Things in their Environment (Y2)/ Changing Materials (Y2) Types of Materials/ Living & Growing/Living Things in their Environment (Y2) Light & Sound/ Intro to Forces/ Forces (Y2) Living & Growing/ Life Cycles Senses/ Living & Growing/ Living Things in their Environment (Y2) Light & Sound/ Intro to Forces/ Electricity (Y2) Plants/ Living Things in their Environment/ Life Cycles (Y1) Living Things in their Environment/ Types of Materials (Y1) Healthy Humans/ Plants/ Living Things in their Environment Changing Materials Healthy Humans/ Forces/ Intro to Forces (Y1) Electricity/ Forces/ Light & Sound (Y1) Intro to Forces/ Forces/ Senses/ Living & Growing/ Living Things in their Environment Plants, Intro to Forces, Forces, Senses, Healthy Humans N/A

Hamilton Trust 2007 Y1 - Science

Science Year 1

Chemistry Strand: Types of Materials

Session A
Naming materials

Scientific Enquiry

able to name some of the materials. Sc3 1a Use their senses to explore and recognise similarities and differences between materials. 1c Recognise and name common types of material and recognise that some of them are found naturally. Breadth of study: 2a Learn to use simple scientific language to communicate ideas and to name and describe living things, materials, phenomena and processes. Sc1 2f Explore using the senses and make and record observations.

Objectives: Understand that the objects around us are made of different materials and be

Resources

A large collection of commonly found materials and objects made of different materials. A set of materials that are preferably not recognisable objects, i.e. a lump of wood, clay, paper, a piece of metal, plastic (bit of plastic bag, bit of a drinks bottle, eraser, etc), cork, card, glass, fabric. A rough and a smooth stone or piece of wood. Sets of 3 different materials (enough for each chd in a small group to have a set) could be a small piece of metal e.g. a sharpener, a small piece of wood e.g. a ruler, a small piece of fabric. Materials, paper and glue to make a class or individual materials collage.

Whole class teaching: (could link to materials clothes are made from Session 2, Materials Theme, Clothes &

Coverings Topic or to house materials texture, Session 4, Homes in many contexts Theme, Houses and Homes Topic) Have a large collection of materials and objects made of different materials on different tables around the room. Explain to the chn that you want them to move carefully round the room exploring all the different things by looking at them and feeling them. Ask them (to think about) What are they made of? Bring chn back together and make list of all the materials they can name on a flip chart or whiteboard. Practice reading the words. Show them a set of materials that are preferably not recognisable objects, i.e. a lump of wood, clay, paper, a piece of metal, plastic (bit of plastic bag, bit of a drinks bottle, eraser etc), cork, card, glass, fabric. Put labels (session resources) on the floor and in a circle encourage chn to sort materials according to the type of material. Safety: make sure materials have no sharp edges when chn are handling them.

Adult-led activity: In a small group check chn are confident naming materials. Introduce words that describe properties (session resources). Encourage chn to match them to the named materials. Point out that some materials can be both rough and smooth, demonstrate this with a rough and a smooth stone or a piece of wood. Extension: Ask Do you know where the materials come from? Independent activity: Provide each chd in a small group with about 3 different materials. Could be a small piece of metal e.g. a sharpener, a small piece of wood e.g. a ruler, a small piece of fabric. Plastic can be confusing as plastic takes so many forms. Ask them to go on a materials hunt around the classroom and draw pictures of what else they can find made of those materials (session resources). Independent activity: Provide the chn with materials, paper and glue to make a class or individual materials collage (session resources for label). Independent activity: Explore science clips Sorting and using materials activity for 5-6 yrs http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sorting_using_mate.shtml

Group activities:

Plenary: Consolidate grouping materials by doing Science clips activity for 6-7 yrs all together if you have
access to a whiteboard http://www.bbc.co.uk/schools/scienceclips/ages/6_7/grouping_materials.shtml or ask chn which science words they can remember about materials.

I can:

1. Explore different materials by looking at them and feeling them. 2. Name some different materials.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Chemistry Types of Materials 6 Sessions With thanks to The Oxford Trust for funding support

Y1

Types of materials

card clay fabric glass

Hamilton Trust 2007 Y1 - Sc Types of Materials Session A

metal paper plastic wood

Properties of materials

bendy dull hard rough shiny

Hamilton Trust 2007 Y1 - Sc Types of Materials Session A

smooth soft strong transparent waterproof

Come and feel our collage made from different materials

Hamilton Trust 2007 Y1 - Sc Types of Materials Session A

Come and feel our collages made from different materials

Hamilton Trust 2007 Y1 - Sc Types of Materials Session A

Materials Hunt Draw objects in our classroom made out of these materials. metal fabric wood

Hamilton Trust 2007 Y1 - Sc Types of Materials Session A

Science Year 1

Chemistry Strand: Types of Materials

Session B
Exploring plastics

Scientific Enquiry

different ways. Sc3 1c Recognise and name common types of material and recognise that some of them are found naturally. 1b Sort objects into groups on the basis of simple material properties. 1d Find out about the uses of a variety of materials and how they are chosen on the basis of their simple properties. Breadth of study: 1d Use first hand and secondary data to carry out a range of scientific investigations, including complete investigations. Sc1 1 Learn that it is important to collect evidence by making observations and measurements when trying to answer a question.

Objectives: Understand that materials have different properties which make them useful in

Collection of objects and property cards from session A. A4 size pieces of plastic bag, paper, card, J cloth, 4 balls of cotton wool to wrap up, or could use Resources small soft toys if they can get wet. 4 small bulldog clips. Tank of water, timer, topic books about materials. Whole class teaching:

Plastic detectives. One of the most commonly used materials is plastic which is often finished to look like other materials. This can be confusing for chn. As a class sort your large collection of objects from session A into plastic and not plastic. Ask the chn Can you find something in the room that is made of plastic and go and stand near it? Can you find anything made of plastic that is disguised to look like a different material? Come back together and look at the property cards from session A. Ask What was your object like? Explain the word material means the stuff things are made of and property mean what they are like (give examples). Ask them to complete this sentence. My object was smooth, hard, strong, soft, etc. Show the Plastics Detective table (session resources) and explain how to fill it in with ticks and crosses. Model if necessary. Introduce the word waterproof and talk about how plastics are very useful for keeping things dry. Explain we are going to do an investigation to test different types of materials to answer the question Which material is best for keeping cotton wool dry? Show them A4 pieces of e.g. plastic bag, paper, card, cleaning Jcloth. We will look at the cotton wool (or whatever you choose to wrap up!) after 5 min, 10, min, 15 min and see which material has kept it dry. Ask What do you think will happen? Discuss with someone near you.

Group activities:

Adult-led activity: Help the first group of chn to wrap cotton wool in the pieces of diff material, secure them with small bull dog clip and put them in the tank. After 5 min help the next group unwrap the cotton wool and observe what has happened. Rewrap them and repeat after 10 min and 15 min with other groups. Adult records results on table (session resources). It might be worth trying this out first as how quickly the cotton wool gets wet depends on the thickness of card and type of paper, etc and adjust timings if necessary. Independent activity: Chn fill in table about properties of plastic. Independent activity: Look at topic books about different materials. Draw pictures and label according to ability.

Plenary: I can:

Look at table from waterproof test and discuss results. 1. Talk about the properties of some materials. 2. Begin to be able to talk about how to keep a test fair.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y1 Chemistry Types of Materials 6 Sessions With thanks to The Oxford Trust for funding support

Which material is best for keeping cotton wool dry?

Put a tick when the cotton wool is dry and a cross when it is wet.

paper 5 min 10min 15 min

card

plastic

J cloth

We used different materials to wrap up the cotton wool. We kept everything else the same. We found out that ______________ is best for keeping the cotton wool dry.
Hamilton Trust 2007 Y1 - Sc Types of Materials - Session B

sponge multilink cube plastic bag ruler milk carton scissor handles

Plastics detective Complete the table with ticks and crosses hard soft shiny dull

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session B

Science Year 1

Chemistry Strand: Types of Materials

Session C
Floating & sinking

Scientific Enquiry

Sc3 1b Sort objects into groups on the basis of simple material properties. 1d Find out about the uses of a variety of materials and how they are chosen on the basis of their simple properties. Breadth of study: 1a Learn through a range of domestic and environmental contexts that are familiar and of interest to them. Sc1 2a Ask questions and decide how to answer them. 2g Communicate what happened in a variety of ways. 2h Make simple comparisons.

Objectives: Understand that some materials float in water and some sink.

Homes in many contexts Theme, Houses and Homes Topic) Show the children a clear container of water. Drop in something that will float and something that will sink (e.g. a paperclip and a bit of drinking straw). Ask What are the words we use to talk about when things are held up in water or fall to the bottom? Show the words float and sink (session resources). Could use this song the children will enjoy it! Will it Float Song (Sung to the tune of When the Saints Go Marching In) Oh, will it float or will it sink? Which will it be; what do you think? Will it stay on top of the water? Or, like an anchor, will it sink?

A small container of water and 2 things to drop in it that will float or sink (e.g. a Resources paperclip and a bit of drinking straw). Set of 8 objects that will float or sink. Second water tray if resources allow. Topic books. Whole class teaching: (links to Sessions 6 & 7, Ocean travel Theme, Oceans & Seas Topic & to Session 11,

Tell the children we are going to do a test to see which objects will float or sink. Ask What will we need to gather together to do our test? Make a list. Talk about the fact we need to guess what might happen first (predict). What do we think will happen? Show the objects and guide children to talk about different ways we could record results (session resources for a couple of possible ways). Children sort the set of objects into float and sink and adult records prediction on flip chart. Draw the set of objects you have chosen to use on the flip chart for children to copy when they record the test (session resources). If they are going to draw a picture of the test you may need to model how to draw the object half in and half out of the water.

Group activities:

Adult-led activity: After children have had a chance to explore objects freely, focus the group and look at each object in turn to see if it floats or sinks. Children complete results sheet drawing their own pictures and writing floats or sinks as appropriate. Independent activity: Explore freely objects that float and sink in second water tray if resources allow. Independent activity: Look in topic books to find other things that float or sink and draw pictures (session resources). Independent activity: http://www.bbc.co.uk/schools/digger/5_7entry/5_7.shtml Site also includes instructions for making boats to test.

Plenary:

Extension: Ask Why do some objects float and some sink? (Will look at this further in next session). Could look at website together http://www.bbc.co.uk/schools/digger/5_7entry/5_7.shtml.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y1 Chemistry Types of Materials 6 Sessions With thanks to The Oxford Trust for funding support

Science Year 1
I can:

Chemistry Strand: Types of Materials

1. Draw a picture or fill in a chart to show the results of our test. 2. I can find information in books.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y1 Chemistry Types of Materials 6 Sessions With thanks to The Oxford Trust for funding support

float

Hamilton Trust 2007 Y1 - Sc Types of Materials Session C

sink

Hamilton Trust 2007 Y1 - Sc Types of Materials Session C

Did it float or sink? The results of our test

These objects floated These objects sank

Hamilton Trust 2007 Y1 - Sc Types of Materials Session C

Did it float or sink? The results of our test Did it float Object or sink? (draw the objects) 1 2 3 4 5 6 7 8

(write float or sink)

Hamilton Trust 2007 Y1 - Sc Types of Materials Session C

Science Year 1

Chemistry Strand: Types of Materials

Objectives: Understand that some materials float because they are lighter or less dense than Session D
Why things float

Scientific Enquiry

water. Sc3 1b Sort objects into groups on the basis of simple material properties. 1d Find out about the uses of a variety of materials and how they are chosen on the basis of their simple properties. Breadth of study: 1b Look at the part science has played in the development of many useful things. Sc1 2b Use first hand experience and simple information sources to answer questions. 2i Compare what happened with what they expected would happen and try to explain it drawing on their knowledge and understanding.

Homes in many contexts Theme, Houses and Homes Topic) Remind chn about the last session and the question that you asked them in the plenary Why do some objects float and some sink? Collect any ideas. Explain that when you drop something into water its weight pushes it down. The water tries to push it up again. This push (force) is called upthrust. Objects/materials that float are lighter or less dense than water. If the object/material is denser (more dense) it will sink. Stone, plasticine and metal are all denser than water so they sink. Wood and cork are less dense so they float. Demonstrate this. If things have air inside them it helps them to float. Ask chn to put their hands on their chests and take a big breath in and feel their chests expanding. Explain that the air inside them helps them float when they are swimming. Mention armbands, etc. Show picture of wooden ship ask What is this ship made of? Then show picture of metal tanker (session resources). Ask Why can this great big metal ship float? It is because of the air inside the ship. Look at other pictures and identify materials used. Demonstrate how you can make the plasticine float by changing its shape (you can also demonstrate this with foil but you need something to squash it with to remove sufficient air to make it dense enough to sink).

Small piece of stone, plasticine, metal wood and cork. 1 per child in small group - plastic food container and some small stones or marbles (flat glass beads/flat Resources pebbles work best as they dont roll around so much). 1 per child in small group 2 small balls of plasticine. 1 per child in small group - empty plastic drinks bottle and length of plastic tubing. Water trays and/or containers. Whole class teaching: (links to Sessions 6 & 7, Ocean travel Theme, Oceans & Seas Topic & Session 11,

Group activities:

Adult-led activity: Give each chd in a group a plastic food container and some small stones or marbles (flat glass beads/flat pebbles work best as they dont roll around so much). Ask the chn to count how many marbles/pebbles they can put in their boat before it sinks. Guess (predict) first. Record by drawing a picture of what happened. Independent activity: Give each chd in a group 2 small balls of plasticine ask them to make one of them into a bowl shape. Put it carefully in the water. Ask Can you make it float? Put in the other ball and see what happens. Independent activity: Give a group of chn at the water tray an empty plastic drinks bottle and length of plastic tubing each. Ask them to fill the bottles with water so they sink (must be completely full so they might need a jug) and then blow air into the bottles through the tube. They will be surprised to see how little air is needed to make the bottle float. Independent activity: Draw pictures of ships and boats made of 3 different materials (session resources).

Plenary:

Extension: Revisit pictures of boats and ships and ask chn to think about why particular materials have been used. Encourage them to use vocab such as strong, light, etc.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y1 Chemistry Types of Materials 6 Sessions With thanks to The Oxford Trust for funding support

Science Year 1
I can:

Chemistry Strand: Types of Materials

1. Talk about why some materials float and some sink. 2. Begin to talk about why some materials are good for different purposes (their properties).

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y1 Chemistry Types of Materials 6 Sessions With thanks to The Oxford Trust for funding support

What materials are these boats and ships made from?

Hamilton Trust 2007 Y1 - Sc Types of Materials Session D

Hamilton Trust 2007 Y1 - Sc Types of Materials Session D

My first boat is made of

Different Materials metal wood plastic

My second boat is made of

My third boat is made of

Hamilton Trust 2007 Y1 - Sc Types of Materials Session D

Science Year 1

Chemistry Strand: Types of Materials

Session E

Materials for building

Scientific Enquiry

Sc3 1a Use their senses to explore and recognise similarities and difference between materials. 1c Recognise and name common types of material. 1d Find out about the uses of a variety of materials. Breadth of study: 1a Learn through a range of domestic and environmental contexts that are familiar and of interest to them. Sc1 2c Think about what might happen before deciding what to do. 2j Review their work and explain what they did to others.

Objectives: Understand which materials are suitable for making different buildings.

here & away Theme, Houses and Homes Topic)

Selection of building materials: brick, stone, clay, wood. A supply of sticks, Resources straw, bricks (Lego or Duplo) to make houses with. Masking tape/sellotape, string, paper (rolled or folded), a hairdryer. Whole class teaching: (links with Three Little Pigs, Hamilton Oral Texts Year 2 and to Session 10, Houses:

Remind the chn about the work we did in Session A looking at materials used in the classroom. Now ask them to look out of the window or take them to the playground to observe what the outside of the school building, and surrounding buildings are made of. Or could look at images of different buildings and discuss materials (session resources). List them on the flip chart. Read The Three Little Pigs to the children (session resources). Encourage them to join in with repetitive text. Discuss what materials were used in the story to make the houses. What other materials could the pigs use to build their home? Pass round a selection of building materials: brick, stone, clay, wood, & talk about each material. Are they all waterproof? Would they keep the cold/heat out? Which material is strong? Explain to children that they are going to be in 3 groups and each group is going to build a simple home/s for one of the 3 pigs. One group will use straw, another will use wood and another will use brick (this could be Lego or Duplo or something similar). Tell chn that we are going to try to blow the houses down with a hairdryer. Which house do they think will be the strongest? Why? Challenge them all to make houses that WILL NOT blow down!

Class activity:

Give the groups diff materials to construct a home/s for the pigs using sticks, straw, bricks (Lego or Duplo). Chn in groups discuss ways of making their house/s. They can use sellotape, string and even some paper (rolled or folded), etc, at your discretion. Try to allow some time later for them to record their work by drawing the house they have made. When all the houses are finished try to blow each groups down using a hairdryer.

Plenary:

Each group explains what went well with their house build, what was difficult, and what they would do differently next time.

I can:

1. Talk about why some materials are good for different purposes (their properties). 2. Talk about my ideas in a group.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y1 Chemistry Types of Materials 6 Sessions With thanks to The Oxford Trust for funding support

The Three Little Pigs Once upon a time there were three little pigs, who decided to set out into the big wide world to find homes of their own. Remember, said their mother, to watch out for the big, bad wolf! So the three little pigs started to walk down the road. Soon they met a man carrying a load of straw. Please, sir, said the first little pig, with that straw I could build a strong, safe house. And he did just that. The other two pigs walked on. After a little while they met a man carrying bundles of sticks. Please, sir, said the second little pig, with those sticks I could build a strong, safe house. And that is just what he did. The third pig walked on alone. At last he met a man pushing a cart full of bricks. Please, sir, said the third little pig, with those bricks I could build a strong, safe house. And that is exactly what he did. That same night the first little pig heard a gruff voice calling. Little pig, little pig, let me come in. It was the big, bad wolf! No, no, by the hair of my chinny-chin-chin, I will not let you in, the little pig replied bravely. Then Ill huff and Ill puff, and Ill blow your house down! And the wolf huffed and puffed and blew the house down. But the little pig ran as quickly as he could to his brothers house of sticks. The next night the two little pigs heard the gruff voice again. Little pigs, little pigs, let me come in. No, no, by the hair of our chinny-chin-chins, we will not let you in, the little pigs called back, although they were trembling. Then Ill huff and Ill puff, and Ill blow your house down! And the wolf huffed and puffed and blew the house down. But the little pigs ran as quickly as they could to their brothers house of bricks. That night the wolf was back. Little pigs, little pigs, let me come in. No, no, by the hair of our chinny-chin-chins, we will not let you in, the little pigs shouted loudly. Then Ill huff and Ill puff, and Ill blow your house down! And the wolf huffed and puffed and huffed and puffed, but he could not blow the house down. He started to get very cross. Then Ill climb down the chimney! he said. Quickly the third little pig put a huge pot of water on to the fire, where it soon began to boil. When the wolf leapt down the chimney, he landed with a shriek and a splash. And that was the end of the big, bad wolf!

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session E

Which materials are used in these buildings?

The Lloyds building (the Gherkin) glass, metal, stone

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session E

Chepstow castle

wood, clay and straw, concrete, brick

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session E

Science Year 1
Session F
Magnetic materials

Chemistry Strand: Types of Materials

Scientific Enquiry

Sc3 1b Sort objects into groups on the basis of simple material properties e.g. whether they are magnetic or non-magnetic. Breadth of study: 1b Look at the part science has played in the development of many useful things. Sc1 2a Ask questions. 2g Communicate what happened in a variety of ways.

Objectives: Understand that some materials are attracted to magnets.

A bar magnet for each child, a range of magnetic and non magnetic materials, small group of objects to sort e.g. paperclip, pencil, rubber, coin, sharpener, Resources drinks can. Games that use magnets e.g. trains linked by magnets, magnetic letters, fishing game, ladybirds. A range of different types of magnets. Whole class teaching:

Show the children a picture of a lodestone (session resources) and explain that long ago people discovered special stones in the ground that attracted some materials (magnetic materials). Give each child a bar magnet and allow them time to explore different materials on the tables and around the room. Ask What can you find out about magnets? Bring the children back together and ask them to tell you what they have found out and what questions they would like to ask and have answered. List these on a flip chart or interactive whiteboard. For your info, answers to commonly asked questions can be found on the website below e.g. how magnets are made. http://www.dowlingmagnets.com/about_magnets.php Safety: Never place a magnet near computers, watches, radios, televisions, credit cards, etc as they may damage this type of equipment.

Group activities:

Adult-led activity: Group of objects (paperclip, pencil, rubber, coin, sharpener, drinks can) into magnetic and non-magnetic. Record predictions and findings (session resources). Independent activity: Give chn the opportunity to experiment with a range of different types of magnets. Independent activity: Give chn the opportunity to play with a range of games that use magnets, depending on what you have available e.g. trains linked by magnets, magnetic letters, fishing game, ladybirds, etc.

Plenary:

In pairs chn discuss what they found out. Share findings with the class. Extension: Point out some of the many ways magnets are used (session resources).

I can:

1. Find out which materials are attracted to magnets (that is, which materials are magnetic). 2. Understand that not all metals are attracted to magnets.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y1 Chemistry Types of Materials 6 Sessions With thanks to The Oxford Trust for funding support

Lodestones

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session F

List for teachers

Around the house: Headphones Stereo speakers Computer speakers Telephone receivers Phone ringers Microwave tubes Doorbell ringer solenoid Refrigerator magnets to hold things Seal around refrigerator door Plug-in battery eliminators Floppy disk recording and reading head Audio tape recording and playback head Video tape recording and playback head Credit card magnetic strip TV deflection coil TV degaussing coil Computer monitor deflection coil Computer hard drive recording and reading head Dishwasher water valve solenoid Shower curtain weights / attach to tub Power supply transformers
Motors for use in: CD spinner and head positioner DVD spinner and head positioner Audio tape transport VHS tape transport VHS tape loader Microwave stirring fans Kitchen exhaust fans Garbage disposal motor Dishwasher Pump Timer Refrigerator Compressor Ice maker dumper Sump pump Furnace Blower Exhaust Garage door opener Clothes washer Pump and agitator Timer Clothes dryer Timer Drum turner Bathroom exhaust fan Electric toothbrush Ceiling fan Pager or cell phone vibrator Clocks (not the wind-up type or LCD type) Computer Cooling fans Floppy disk spinner CD spinner DVD spinner Hard disk spinner Can opener Motor Lid holder magnet

Things in the Car: Starter motor A/C clutch Interior fan motor Electric door locks Windshield wiper motor Electric window motor Side-view mirror adjuster motor CD player motor Audio tape player motor Audio tape recorder and playback heads Engine speed sensors Alternator Starter relay Windshield washer pump motor

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session F

Predict first and then record whether or not these objects are magnetic?
(Use tick for magnetic, cross for not magnetic)

Object paper clip rubber

Prediction

Result

pencil

sharpener

coins drinks can Name:

Hamilton Trust 2007 Y1 - Sc Types of Materials - Session F