Early Level Science
SCN 0-15a: Through creative play, I explore different materials and can share my reasoning for selecting materials for different
purposes.
SCN 0-12a: I can identify my senses and use them to explore the world around me.
Significant Aspects of Learning
Knowledge and understanding of scientific ideas, principles and concepts related to materials.
Inquiry and investigative skills
Scientific analytical thinking skills
Learning Statements
Materials; characteristics and selection for a purpose
Demonstrate natural curiosity. Explore and observe through play. Offer ideas and make choices and decisions. With support make
predictions. Use their senses to acquire information and give an account of what they have observed. Relate findings to everyday
experiences. Demonstrate reasoning skills by explaining choices and decisions. Respond to questions about the exploration
Success Criteria
Learning Intentions
To sort materials into different groups.
To describe materials using the
appropriate language.
To build strong houses.
Success Criteria were generated and agreed with the learners.
I can…
• identify and name different materials e.g. wood, straw, bricks,
stone, glass, paper.
• use classification skills to sort different materials e.g. things
that are soft, hard etc.
• describe objects using key vocabulary such as hard, soft,
heavy, waterproof, shiny, rough, smooth etc.
• demonstrate an understanding that ‘materials’ are what
something is made from.
• select materials to build a house that won't fall down and
explain my choice.
Context for Learning
• Learners listened to the story of the ‘Three Little Pigs’ and discuss the materials mentioned in the book.
• Learners explored objects commonly found in the classroom and school, and using appropriate vocabulary, talk about
what materials they are made from.
• Learners then carried out a sorting exercise, deciding which materials might go on the ‘hard table’, ’shiny table’ etc.
• The pupils were then encouraged to build a model house with some collected materials and asked how they could
investigate the house’s durability.
“This coat is shiny and waterproof, where
should it go?”
“We should put it on the ‘waterproof’ table
because it doesn’t let water in.”
1.
Figure 1: Learners carried out a sorting exercise using familiar objects. The children had to justify their decision to
group the object on the ‘soft’, ‘shiny’, ‘waterproof’ or ‘hard’ table into groups based on their appearance and
properties. Learners were asked about their understanding of the term waterproof and what it might mean. After a few
suggestions such as “keeps you dry” and “water can't get in”, they were encouraged to feel the material and ask
“Does it feel smooth and waxy?” They were reminded that the main question to ask when investigating the materials
was “Do you think water would be able to get through these materials if we poured water on them?”
“This is not a strong
house.”
“It’s definitely not
waterproof, there are lots
of gaps.”
2.
3.
“It’s easier to build than
the straw.”
“I think the stone house
will be the strongest.”
Figures 2, 3 & 4: Learners built and tested houses
made of materials used by the Three Little Pigs.
“No way could you blow this
down.”
“We need flat stones for the
roof.”
“That stone is too round to
build with.”
4.
Quotes from some of the learners:
When they made links
between contexts and
applied their learning,
learners demonstrated
their knowledge of
materials and their
properties at Early Level.
The Straw House: “This is not a strong house.” “It’s definitely not waterproof, there’s lots
of gaps.” “Can we blast it with a hairdryer?”
The suggestion of using a hairdryer came about after some children had tried
blowing on different parts of their house and from different distances. The teacher
asked if it was a fair way to test how strong the house was and asked how we
might make it a fair test. The children’s responses showed, even at Early Level,
they had some understanding of the importance of a fair test in a science
investigation
The House of Sticks: “It’s easier to build than the straw.” “I wouldn’t have a fire in this
house-it would burn down, but the stone house wouldn’t.” “I think the stone house will be
the strongest.”
The culmination of the
children’s understanding is
well established in the final
comment, where it is
suggested that combining
all the materials would
make the best structure. In
addition a reference is
made to another contextthe animal kingdom.
The Stone House: “No way could you blow this down!” “We need flat stones for the roof.”
“That stone is too round to build with.”
The learners are developing a range of analytical thinking skills as they evaluated
their buildings and made predictions about their purpose and strength.
How to improve our houses: “We should use the sticks and stones and straw to make a
cosy house, like a nest.”
Further investigative skills are demonstrated as they use reasoning to suggest
improvements.
The final comment led to a discussion on straw as a good material for keeping
heat in and then onto fur and its uses and that developed into a discussion about
fabrics.
Teacher Comments:
This task drew out a range of scientific investigative skills in the learners for such as: hypothesising,
questioning, choosing appropriate resources, analysing and evaluating. The questioning technique the
teacher used encouraged the children to think and talk: “Would this house get blown over?” “How could
we make it stronger?” “Which of these materials is the best for building a house?” “Why do you want to
use a hairdryer?” and further enquiry “How can we make it a fair test?” The learner quotes section
shows the children are making predictions about their buildings, comparing the quality of the materials,
recognising the properties of the materials, critiquing the build and making choices based on what they
have learned during the activity. An investigative approach and an understanding of fair testing are
exemplified when the child asked to use a hairdryer on the building; they wanted to fairly test the
strength of the finished buildings. “We have to do exactly the same test on each house, the same
amount of wind on each one.”
Next Steps:
Return to the story of the Three Little Pigs and reflect with learners: Why didn't the first two houses
work? Why were the bricks a better choice? (Possible link to weight and mass of bricks: Pig could
perhaps carry one or two bricks but would he be able to carry amount needed to build the house?)
Encourage the correct use of vocabulary; straw too light, not strong etc.
When talking about the wolf blowing down the houses, links with wind as a pushing force could be
made and used as a lead into a Forces learning context.