First Level Science
SCN 1-15: Through exploring properties and sources of materials, I can choose appropriate materials to solve practical
challenges.
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
Properties and sources of materials for a purpose and practical use.
Present data/information using diagrams and labelling. Report on limitations of their investigation and possible improvements.
With support structure a presentation or report to present findings in coherent and logical way. Provide creative solutions to
scientific issues and problems.
Success Criteria
Learning Intentions
To sort materials into different groups and describe their
properties.
To design objects or equipment to meet the requirements
of a particular job.
To justify and evaluate their design challenge product by
presenting to their peers.
Success Criteria were generated and agreed with the learners.
I can…
• use the word “property” to refer to the physical
characteristics of a material.
• explore different materials such as plastic, metal, wood,
fabric, etc. and describe their properties e.g. transparent,
waterproof, absorbent, flexible.
• choose the most appropriate material for a given job and
give my reasons for the choice.
• explain my product by presenting and reporting on it to my
peers.
Context for Learning
• Learners explored a range of materials and their physical properties.
• Learners chose materials depending on their specific properties to solve a problem introduced by their classmates.
• Groups were paired and have to set each other a design challenge. Each group then had to pitch their solution,
justify their choices and then face criticism from their paired group. Finally, they suggested any improvements to
their design and justified their final product.
Figure 1: Learners investigated a selection of objects set up at
stations around the classroom: plastic, metal, wood, paper,
rubber and fabric. They were encouraged to use their senses to
explore the objects and consider the sources of the material. At
each station, the learners were asked to record information about
particular materials and comment on their properties in terms of
strength, flexibility, waterproofing, transparency and any other
characteristic they felt the material might have.
1.
Figure 2: Learners were given a ‘design challenge’ by other groups
based on a particular property of a material rather than the material
itself. E.g. “Design something that is transparent.” The criteria for
the task were set: the group should be able to justify their choice of
materials and they could be as creative and personal in their
designs as they wished. This group chose glass to make their vase
“because it looks nicer than plastic and is heavier so wouldn’t be
knocked over easily.” This group’s peer assessment included
“Glass isn’t very safe if it’s knocked over and smashed,” drawing
attention to a safety issue the group hadn’t considered.
2.
3.
Figures 3 & 4: This group was challenged to “design
something that could withstand high temperatures” and came
up with the highly creative ‘Volcanist Suit - for Exploration of
Volcanoes’. Their design was influenced by their interest in
sci-fi films. Gadgets included liquid nitrogen sprayer for
emergency cooling, heat reflecting tiles and water sprayers
from the soles of the boots. This demonstrated a significant
existing understanding of the properties of some materials
and substances, as well as exploring their own interests
personalisation and choice. However, their paired group also
showed good existing knowledge of the properties of steel
through their comments that it may be too heavy and might
get too hot.
4.
The creative thinking and critical
comments made by the learners,
demonstrates their strong
understanding of materials and
their properties
These learners demonstrate they
are open to new ideas and can link
and apply their existing knowledge
in a new context.
Teacher Comments:
The first part of this task gave the learners opportunities to consider what was meant by the word ‘property’ and use the
skills of comparing and classifying different materials. In the design challenge, learners had to apply their knowledge of
materials and present their creation in a way that would convince their peers of the usefulness of their design. They also
responded to the feedback received from their classmates and re-evaluated the materials they had chosen in the light of any
criticism. The group whose helmet was considered too heavy and likely to conduct heat came up with the improvement of “
extra padding inside and painting the outside with a ‘mirror coating’ to reflect the heat,” demonstrating an ability to take on
board the feedback and work towards a solution together. The Vase Group’s response to their feedback was to “coat the
inside of the vase with a plastic film so if it is knocked over it won’t break into lots of dangerous pieces.” This showed a
reasonable response to peer assessment which is a crucial skill in scientific investigation.
Next Steps:
Learners could visit sites in their local area where new buildings have been built with a particular design aspect or a specific
need for the community has been addressed. E.g. New multi-storey car park which has been designed to look more
aesthetically pleasing or new affordable premises for small business. Alternatively they could be shown videos/images of
buildings or structures from further afield. E.g. flood defences in Southern England, new tourist attractions etc.
Learners could then be asked to apply their knowledge and understanding of materials further by identifying why the building
was created in this way, suggesting what problems were being solved and explaining what properties the selected materials
possess that make them a good choice by the designers.