Materials Consultants

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1 Science Year 5/6A Autumn 2 Properties of materials Materials Consultants Session 6 Resource Pack Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the block overview, about links to other websites.

2 Letter Sam Sleepy 54 Eardrum Gardens Noiseford NF5 6VT Dear Material Matters I am very desperate for your help! My partner has developed a bit of a snoring problem which prevents me from sleeping. We have tried everything to solve the snoring, but have failed spectacularly to find a cure. I am exhausted and so wondered if you could create some kind of noise blocker that would let me sleep without being woken by the snoring? Hoping you can help! Kind regards Sam Sleepy

3 Suggested properties of materials to consider for ear plugs Key properties to consider: Strength/toughness Hardness Acoustic absorption Flexibility Brittleness Absorbency Weight Softness (comfort) Other considerations: Aesthetics (colour etc) Cost

4 Sticky-notes investigations (after Goldsworthy and Feasy, 1997) Stick filled-in sticky-notes on the blank boxes to help organise thoughts the sticky-notes can be moved as the investigation plan progresses Enquiry question: VARIABLES Thing I could change/vary Thing I could observe or measure

5 I will change Ensuring my test is fair I will observe I will keep these things the same

6 The materials that I think will fulfil the success criteria for this test Predicting The materials that I think will not fulfil the success criteria for this test

7 Results and patterns Material What I observed

8 Results and patterns Material What I observed

9 Assessment indicators (Y5) Properties of materials: Demonstrates understanding of specific properties Links a material s properties to possible uses Identifies some potential properties needed to fulfil an intended use Suggests why, giving reasons, one material is better than another, based on properties Working scientifically: Enquiry questions and planning becoming more specific and accurate Identifies what needs to be observed and what measurements to make Identifies and control variables where necessary (some support may be needed) Uses an increasing range of scientific language mostly accurately Scientific equipment used accurately and effectively Beginning to make appropriate decisions for recording data and results using tables, scatter graphs, bar and line graphs

10 Assessment indicators (Y6) Properties of materials: Demonstrates understanding of a range of properties Suggests how a material can be used according to its properties Identifies a range of potential properties needed to fulfil an intended use Suggests why, giving reasons, one material is better than another, based on properties Working scientifically: Enquiry questions highly specific and planning effective and logical Observations and measurements easily identified Identifies and controls variables where necessary without prompting Uses a range of scientific language accurately Scientific equipment used accurately and effectively Takes repeat readings when appropriate Effective choices for approaches to recording data and results using tables, scatter graphs, bar and line graphs

11 I can statements (advice columnist performance review) Children should grade themselves as working towards, mostly, or secure for the following statements. Y6 pupils should be secure in most statements, while Y5 may be working towards or mostly for the working scientifically statements. Properties of materials: I can group and re-group materials according to specific properties I can link a material s properties to possible uses I can suggest possible properties needed to fulfil an intended use I can explain why one material is better than another, based on properties I can justify my choices of material for particular uses in terms of material properties. I am accurate and consistent in this Working scientifically: I can suggest enquiry questions and plan scientific enquiries to answer them I can decide what observations and measurements to make I can identify and control variables where necessary (I can make tests fair) I can use scientific language I can use a range of scientific equipment accurately and effectively I can take repeat readings when appropriate I can decide how to record data and results using tables, scatter graphs, bar and line graphs I can use test results to make predictions I can report and present findings using writing (reports) and speaking (presentations)

Science - Year 4. Sound Block 4S. Listen Up! Session 2 Resource Pack

Science - Year 4. Sound Block 4S. Listen Up! Session 2 Resource Pack Science - Year 4 Sound Block 4S Listen Up! Session 2 Resource Pack Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our