1. Everyday Materials Year 1-Tahmeed
PLAN Primary Science – Supporting Assessment
Everyday Materials Year 1-Tahmeed
© Pan London Assessment Network (PLAN) July 2019
This resource has been developed by the Pan London Assessment Network and is supported by the Association for Science Education.

2. PLAN Primary Science - Supporting Assessment
PLAN Primary Science is a set of resources produced to enable teachers to have a clearer understanding of National Curriculum expectations for meeting the standard. Annotated collections of children’s work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS).
It is not the intention of these resources to specifically exemplify the working scientifically statements.  However, aspects of working scientifically have been shown as an integral part of the teaching and learning of the knowledge and concepts.
The resources provided have been cross moderated multiple times before publishing so that they can be used with confidence by teachers and subject leaders.
Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements.

3. Structure of the resources
Each resource contains the relevant National Curriculum statements for the unit of work and prior learning, a planning matrix, annotated work and a summary sheet.  The matrix provides an interpretation of the key learning of the National Curriculum statements, and suggestions of key vocabulary.  In order to be meet the expectations pupils must firstly understand the key concept and then be provided with opportunities to apply that knowledge. This is a key planning tool.
Key Learning
Possible Evidence
Secure
Show understanding of a concept by using scientific vocabulary correctly
Overview paragraph describing curriculum
Key vocabulary – list of words
Possible ways to demonstrate key learning, particularly correct usage of vocabulary
Apply knowledge in familiar related contexts across a range of enquiry types
Suggestions of contexts to use.
Possible ways to demonstrate that a pupil has gone beyond recall of facts and can apply the key learning, for example using the vocabulary and basic principles to produce explanations, usually within Working Scientifically contexts.

4. Contents of the materials
Please note: The NC statements for each topic area for the relevant year group are stated on the slide. Only the statements in bold on that slide have been exemplified. In these cases the teachers have chosen to split the statements within the topic area to teach at different times.
The prior NC statements relevant to the topic area are also stated and use to determine pupils’ knowledge at the start of the unit.
Each slide has been annotated with coloured text. Please see key below:
Red Commentary to explain how evidence meets/does not meet NC statements
Blue Commentary to highlight features of working scientifically
Green   Pupil Speak
Grey Other relevant information eg. vocabulary used

5. Year 1 statements Pupils should be taught to:
distinguish between an object and the material from which it is made (1-Everyday materials)
identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock (1-Everyday materials)
describe the simple physical properties of a variety of everyday materials (1-Everyday materials)
compare and group together a variety of everyday materials on the basis of their simple physical properties (1-Everyday materials) I

6. Later Statements
Pupils do not need to be taught content they will learn in later year groups. They can be challenged by applying the content for their year group in broader contexts.
In Year 2 pupils will be taught to:
identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses (2-Everyday materials)
find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. (2-Everyday materials)

7. SECURE Assessment guidance Key learning Possible Evidence
Shows understanding of a concept using scientific vocabulary correctly
All objects are made of one or more materials. Some objects can be made from different materials e.g. plastic, metal or wooden spoons. Materials can be described by their properties e.g. shiny, stretchy, rough etc. Some materials e.g. plastic can be in different forms with very different properties.
Key vocabulary
Object, material, wood, plastic, glass, metal, water, rock, brick, paper, fabric, elastic, foil, card/cardboard, rubber, wool, clay, hard, soft, stretchy, stiff, bendy, floppy, waterproof, absorbent, breaks/tears, rough, smooth, shiny, dull, see through, not see through
Can label a picture or diagram of an object made from different materials
Can describe the properties of different materials
Applying knowledge in familiar related contexts, including a range of enquiries
Classify objects made of one material in different ways e.g. a group of object made of metal
Classify in different ways one type of object made from a range of materials e.g. a collection of spoons made of different materials
Classify materials based on their properties
Test the properties of objects e.g. absorbency of cloths, strength of party hats made of different papers, stiffness of paper plates, waterproofness of shelters
Can sort objects and materials using a range of properties
Can choose an appropriate method for testing an object for a particular property
Can use their test evidence to answer the questions about properties e.g. Which cloth is the most absorbent?
Update with final version

8. Comparing objects made of different materials
distinguish between an object and the material from which it is made
identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
The children were given one object that could be made of different materials and asked to talk about then with their partner. Tahmeed was given some spoons initially.
This is plastic, this is metal, this is wood. They’re all spoons and you eat with all of them.
He was then given some cups.
This is a plastic cup. This is a paper cup. This is also a plastic cup but it is different. This is a glass, not a cup. It is made of glass.
Tahmeed identifies the material that different objects are made from – plastic, metal, wood, paper and glass. He also recognizes that plastic can come in different forms.

9. Comparing objects made of different materials (contd.)
distinguish between an object and the material from which it is made
identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
In the plenary the children were asked to choose an object to talk about. Tahmeed chose to talk about the scissors.
The scissors have plastic where you hold them and metal where you cut.
The teacher’s assessment comment and Tahmeed’s talk give further evidence to show that Tahmeed is able to talk about objects and the materials from which they are made. At this point the full range of required materials have not been explored.

10. Comparing objects made of different materials
distinguish between an object and the material from which it is made
identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
The children were asked to choose how to sort objects into groups. They were encouraged to name the objects and talk about the materials they were made from as they sorted.
I can see, plastic, wood, rock, metal, water and glass.
The twig goes here because it is made of wood.
Water is a material, it’s liquid, it’s transparent.
Tahmeed names all the objects that he was given and correctly identified the material they were made from, including the rock and water. He uses the word transparent to describe water.

11. Comparing objects made of different materials (contd.)
distinguish between an object and the material from which it is made
identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
In the plenary children were asked to bring an object to the carpet, they then described the object to their talk partner. Some children were selected to share their descriptions with the whole class.
Tahmeed’s group sorted the objects according to the material they were made from. Tahmeed noticed that the peg could go in two groups – metal and wood. He placed it between them.
Tahmeed confidently names objects and the materials from which they are made.

12. Selecting a material for a puppy’s bedding (exploring and predicting)
describe the simple physical properties of a variety of everyday materials
compare and group together a variety of everyday materials on the basis of their simple physical properties
Children were given the problem of identifying the best material for the bedding in a puppy’s basket. They were given a range of materials to explore and discuss in their small groups. The class then discussed the properties that would make suitable bedding and the children were introduced to the term ‘absorbent’. They made predictions.
These predictions demonstrate the children thinking of their own ideas, using varying amounts of scientific vocabulary.
Tahmeed uses the key vocabulary absorbent in his prediction.

13. Selecting a material for a puppy’s bedding (testing)
describe the simple physical properties of a variety of everyday materials
compare and group together a variety of everyday materials on the basis of their simple physical properties
The children were given resources and asked to test the materials to see how absorbent they were.
Tahmeed’s group poured some water on the table to see if the materials could soak it up.
Tahmeed’s group carried out the comparative test appropriately in order to answer the question.
The newspaper soaks up some water and the cotton wool is better

14. Selecting a material for a puppy’s bedding (answering the question)
describe the simple physical properties of a variety of everyday materials
compare and group together a variety of everyday materials on the basis of their simple physical properties
Using their learning from the comparative test, the children suggested a material that they felt would be suitable for the bedding and explained why.
Tahmeed uses the evidence from his comparative test when making his suggestion.
Tahmeed refers to two properties of cotton wool when selecting this as the most appropriate material.

15. Describing materials
describe the simple physical properties of a variety of everyday materials
compare and group together a variety of everyday materials on the basis of their simple physical properties
The class engaged in a hot seating activity, where the class teacher (and then the children) pretended to be a material and the children had to ask questions about its properties in order to identify and name the material. Following this activity children described wood and then a material of their choice using the scientific vocabulary they had been introduced to.
Note he does not refer to the object only the material.
Key vocabulary – stiff, dull/shiny, absorbent, hard, rough, opaque, waterproof
Tahmeed uses a good range of vocabulary to describe the properties of the wood and the metal.

16. Reviewing learning
describe the simple physical properties of a variety of everyday materials
compare and group together a variety of everyday materials on the basis of their simple physical properties
The children were given post-it notes and asked to write down what they had learnt about materials.
The teacher needs to check on this statement to ensure that Tahmeed understands that plastics can have very different properties
This is further evidence that Tahmeed is secure with the national curriculum statements, but he would benefit from exploring a range of plastics.

17. Reviewing learning (contd.)
describe the simple physical properties of a variety of everyday materials
compare and group together a variety of everyday materials on the basis of their simple physical properties
The children also completed a quiz with a partner whilst the teacher and teaching assistant listened to the talk.
Again, Tahmeed names a range of materials and talks about their properties.

18. Overall Summary Overall summary – secure
Tahmeed demonstrates during different activities that he can distinguish between an object and the material from which it is made. He identifies and names a variety of everyday materials, including wood, plastic, glass, metal, water, and rock consistently. He describes the simple physical properties of a variety of everyday materials during hands on exploration, as well as comparing and grouping them based on their physical properties. He uses evidence from his simple test to answer a question.

19. Acknowledgements Slide 12 Worksheet from Twinkl
This unit was produced as a result of a course funded by the Royal Society of Chemistry through the Primary Science Quality Mark.