Lesson video

Hi, everyone, I'm Miss Harris, and welcome to our first lesson of our building things unit.

How are you doing today? Good, I'm glad to hear it.

Now today, we are going to be looking at which materials are waterproof? We'll be testing a variety of different household materials and comparing how absorbent each material is.

I will be explaining what materials you'll need, but don't worry if you don't have them because you can watch me do the experiment as well, okay? Great.

So let's find out what else we are doing today.

We are going to be listening to a story.

We're going to talk about the story.

We're then going to look at what waterproof means.

We're going to look at waterproof and absorbent.

We're going to look at what those words mean too, and then we're going to do our experiment.

So we've got a very busy lesson today.

To complete today's lesson you will need an exercise book or a piece of paper, a pencil, a coloured pencil, and your brain.

If you need to go and get any of these things, you can pause the video now.

Great, so today we will be doing an experiment to see which materials are absorbent and which are waterproof.

Now, if you have any of these things, you can join in with the experiment.

And if not, you can watch me, that's okay too.

So if you've got a piece of wood or some sticks, a small piece, a plastic bag or a plastic cup, a glass, some cardboard or a piece of paper, and some fabric.

So maybe a pair of socks or an old t-shirt is fine.

So these are the things you will need later.

I'll give you a chance later on in the lesson to go and find these things.

So let's do our star words.

These are the words we're going to be using in this lesson, so it's important that we both practise saying them.

Are you ready? Liquid.

Absorbent.

Waterproof.

Rainforest.

Materials.

Soaking.

Waterproof.

Good job, well done.

So we are scientists in this unit of work, but what what is a scientist? A scientist is a person who studies the world around us, including things living and non-living.

So we are going to be scientists studying non-living things, because we are going to be looking at materials that are going to be good enough to build things with, okay? So we're not going to be learning about living things like animals and plants in this unit, we're going to be looking at materials and objects, okay? So first we're going to listen to a story.

So I'm going to tell you a story.

And I would like you to listen very carefully because I'm going to be telling you it, and you need to listen to certain parts because then we're going to talk about different sections of the story.

Are you ready? So I'm going to read it to you.

Are you listening? Sit comfortably.

Take a deep breath.

And breathe out.

And get those ears on, have you got it switched on? Good, are you ready? There was once a group of children in year one who went on a school trip to the rainforest.

They were able to see hundreds of beautiful birds and see lots of wild plants that they had never seen before.

Their teachers set them a challenge to build a classroom in the rainforest.

And they each needed to build a wall to test the materials.

They only built one wall to see if the material that they had would work.

So a boy who's Sam had an idea to use lots of paper from his exercise book.

And all of the children brought several books with them for the trip.

I'm going to use this paper to build a wall for our classroom, he thought.

Sam built a wall for the classroom out of paper.

He was really happy with it.

Then it started to rain because they were in the rainforest.

Drip, drip, splash, splash went the rain.

The paper began to soak up the water.

Their wall slowly started falling down, and it was a big soggy pile on the floor.

Now a girl called Holly was running around the forest, trying to find some materials.

She came across a huge pile of sticks, and she carried them back to an area where the children were building the classroom.

Holly built her wall out of sticks, and she went a long time building, she spent a long time.

But then the rain started pouring down.

Drip, drip, splash, splash went the rain.

The rain was so powerful that the sticks started to break, and the water was seeping through the gaps, so she must not have put the sticks close enough together.

She was all wet.

Next up was Ridhi.

She was collecting lots of bricks and stones.

Ridhi built her wall out of bricks, piling them up on top of each other.

But then the rain started pouring down.

Drip, drip, splash, splash went the rain, and it started raining and it rained for a really long time, but her wall didn't fall down.

Ridhi had built a wall which didn't fall down or break because of the rain.

Ridhi quickly fetched the rest of her class, and they were so happy with her wall that they built their classroom out of bricks and stones.

What a lovely story.

So the teacher had set them a challenge to build a wall using materials from the rainforest.

So let's recap now.

So everything is made up of materials.

Each material can be used to make lots of different things.

So we need to have a think about this question.

Why did the children need to test their materials first? So why did the teacher ask them to build just one wall instead of the whole classroom first? So it was to see whether the material was strong enough and would last in the rain.

Because in the rainforest, it rains quite a lot and it's quite windy as well in the rainforest, so it needed to be a really strong material.

The materials they used were paper, sticks and bricks.

What happened to each material in the rain? Can you pause the video and tell your screen now.

So the paper absorbed the water which made it really heavy, and it broke into soggy pieces.

The sticks are round, and the rain went through the gaps.

The sticks were not really broken, but the rain was seeping through between the gaps because she might not have secured them close enough together.

And Ridhi had bricks which allowed the water to roll off it as she set them on top of each other.

The bricks were not affected by the rain.

Let's recap, what material did each child choose? Use your finger to draw a line from the name to the material that they chose.

Pause the video and do that now.

So let's check.

Ridhi chose bricks.

Holly chose sticks, and Sam had the paper.

So let's think now, what does waterproof mean? What does it mean? Can you follow with your finger as I read the sentence? So, waterproof means something which is waterproof does not let liquid in.

The material can keep you dry in the rain.

Let's read that one more time, listen carefully.

Something which is waterproof does not let liquid in.

The material can keep you dry in the rain.

Now, I'll tell you what to do, is I would like you to write this sentence in your book, and I would like you to fill in the gaps.

So something which is, does not let, in.

And the material can keep you, in the rain.

Pause the video, have a go at that now.

Well done, let's check that you've got the right answer.

Pick up your coloured pen or pencil, ready? Something which is waterproof, so waterproof's the first word.

Give yourself a tick if you got that right, does not let liquid, give yourself a tick if you wrote liquid in.

The material can keep you dry in the rain.

If you made any mistakes, you can pause the video and use your coloured pen or pencil to correct it.

Well done.

Now, what is made up of materials? Have a think.

What is made up of materials? Have you got some answer now? Everything is made up of materials.

So each object is made from something.

So for example, I've got this cup is made from plastic, okay? So now we're going to look at the differences between absorbent and waterproof.

If something is absorbent, it is able to soak up the liquid easily.

So it takes in that water.

Whereas if something is waterproof, it keeps the water out.

So the material doesn't change in any way.

Let's now have a look at our experiment.

We're going to look at which materials are waterproof.

So if you would like to take part in the experiment, you could find some of these materials.

You will also need a plate and a jug of water.

If you'd like to take part, you can now pause the video and go and get these things, otherwise you can carry on watching to see me do the experiment, and we're going to write our table in a moment.

Correct.

Now, I would like you to pause the video and draw this table now.

So if you are participating in the experiment, you need to write which object or draw a picture of which objects you have chosen, or the objects that you have.

If not, you're just going to draw the table and then when Miss Harris does the experiment, you can fill in the table now.

So draw this, off you go.

So our message, which is our experiment, what we are going to do is this.

Thus ask your parent or carer if you are able to use water to test absorbency.

Make sure there are not any valuable items close and that they are far away, so they do not get damaged.

Make sure you're in a space that you don't mind getting wet in case you spill some water.

And lastly, we are going to pour a very small amount of water onto the object.

And we're going to see, does the material take in the water and absorb it, or is it waterproof? Now before we get started, I need some help, because scientists need to remain safe.

So what scientists do to stay safe is, they wear lots of different things to protect themselves.

They might wear gloves if they're handling something really sharp or a chemical that could spill and damage their skin.

They might wear goggles to protect their eyes, and they might wear a lab coat to protect their clothes and their skin.

Again, if they're working with something that could be harmful.

For our experiment, shall we put on a lab coat.

So if you've got a white shirt or a white top something, maybe you can borrow an older brother's or sister's or your parents if they've got a white shirt or jacket, something white to put on so that you can look like a scientist before we do the experiment.

So, if you've got one, go and get one now.

Now, do you think, can you have me put on my lab coat? You can, are you sure? Correct.

So I need some help putting on my lab coat.

Do you think you can help me? Correct.

So you need to rub your hands together to build up the magic.

Ready? Faster.

Okay, now we are going to do two clicks.

Ready? Like this, one, two, and then my lab coat should appear.

Ready? On, get ready.

Are you ready? One and two.

And there you have it.

You are so magical, look at what you've just done.

Thank you so much.

Now I'm nice and protected to start my experiment.

Thank you so much for helping me.

Now it's time to begin your experiment if you are going to take part in the lesson, otherwise you can still take part by watching me complete the experiment and you can fill in the table as we go along.

So pause the video and start your experiment, or continue watching to see me do it.

So I've got all of my materials ready.

I've got my piece of wood, my plastic bag, my glass cup, my piece of paper and an old sock.

I'm going to be pouring this apple squash onto the materials because I want to be able to see it nice and clearly.

And so that you can see it on the camera as well.

So, let's put my first material onto the plate.

I'm going to pour the liquid onto the piece of wood.

If there is liquid around the wood on the plate, then that tells me that this material is not absorbent, and that it is waterproof.

And if the material changes in any way, then we know, it's definitely not waterproof.

Are you ready? So let's start.

I'm just going to pour a little bit.

Okay.

What can you see has happened to the liquid? So the liquid you can see is around the piece of wood.

Now the wood is a little bit wet, but nothing has really changed about the piece of wood, has it? And you can see there's still lots of liquid left on the plate.

So what do you think? Is the wood waterproof or is it absorbent? I think that it's waterproof.

Let's do our chart.

So before we get started on filling out our table, just make sure if you're following Miss Harris' experiment, that you've got these materials at the top of your table.

Now, you might have cardboard and paper because some of them have got two.

Just put a circle around the one that Ms. Harris is doing.

So I'm doing wood, not tweaks, a plastic bag, not a plastic cup, paper, not cardboard.

And I'm using a fabric sock instead of a t-shirt.

So pause the video and take a moment just to make sure that your table has these materials at the top.

Great, so we've just pulled the liquid onto the wood.

We know that the wood was waterproof, it was not absorbent.

Now let's try the plastic bag.

So I'm just going to put the corner of the plastic bag onto the plank 'cause the bag is quite big.

So I'm going to pour the liquid onto the plastic bag and we're going to see whether the plastic is absorbent or waterproof.

Ready? I'm just going to pour a little bit of liquid.

Okay.

Let's just watch it for a moment.

So, is the plastic bag absorbing the liquid? So I don't think it is.

I can see here that the liquid is just sitting on top of the plastic bag and it's not being absorbed by the bag.

Let's try and tip it off and see what happens.

So you can see that the water, look, is dripping off the plastic bag, which tells me that the plastic bag is waterproof.

Do you think it's waterproof? Correct.

Now, was the plastic bag absorbent or was it waterproof? Can you mark it on your table? So it was in fact waterproof.

It was not absorbent.

Did you get that right? Well done, great job.

Now let's try the glass cup.

So I'm going to put the glass cup onto the plate, and we're going to pour a little bit of liquid onto the glass to see if it's waterproof or absorbent.

What has happened to the liquid when I poured it onto the glass? Do you see that the liquid just ran straight off the glass, isn't it? And it's sitting on the top.

Can you see it there if I wiggle it? If I pour it, all of the liquid has spilled off of the glass.

Is the glass waterproof or is it absorbent? What do you think? I think it's waterproof too, well done.

Now onto the glass, not the plastic, onto the glass.

Was it waterproof or was it absorbent? If you think it was waterproof, you're going to put a tick.

If you think it was absorbent, you're going to put a tick here.

If you don't think it was absorbent, you can put a cross.

If you don't think it was waterproof, put a cross.

Okay, so the glass, I think was waterproof.

It was not absorbent because we saw the liquid pull off the glass when Miss Harris tipped some water onto it.

Now let's try the piece of paper.

I'm just going to fold it a little bit.

So that's for the paper onto the plate.

And I'm going to pour a little bit of liquid onto the paper.

So if you look carefully, you can see that the paper is absorbing.

Let me just make it a bit clearer.

It is absorbing the liquid as I am speaking.

So you can see here look, there is a mark here where the paper has absorbed the liquid.

Should I pour a little bit on this side.

So you can see.

So although there is still liquid on the plate, you can see here that the paper has absorbed some of the liquid.

Let's see what happens if I turn it over.

Oh, we can see, look, it's very wet.

And now it's very soggy because it has absorbed some of the liquid.

Not all of the liquid, but some of the liquid.

That tells us that paper is absorbent, but it has not absorbed all of the water.

So it's not super absorbent like we might expect.

Now, was the paper absorbent or was it waterproof? Whichever one you think it is, put a tick whether it's absorbent or put a tick whether it was waterproof.

Can you do that now? So the paper was absorbent.

It went all soggy, didn't it? So it was not waterproof.

Well done if you've got that one right.

Now let's try the fabric sock.

So this is one of my old socks.

So I'm just going to pour a little bit of liquid on it to see what happens.

Did you see the liquid get soaked up by the socks? We're going to do another part, watch very carefully.

Watch how the sock soaks up the liquid.

We can see it being absorbed straight away into the sock.

And then if I put the sock in a bit of liquid, it will soak up the rest of the liquid on the plate.

Lastly, let's have a look at the fabric sock.

Was it absorbent or was it waterproof? Put a tick in whichever box you think it is.

Fantastic job, so it was absorbent.

It was not waterproof.

Well done for working so hard by filling out this table when you're watching Miss Harris' experiment, great job.

So we have just finished our experiment.

Did you enjoy watching it or doing the experiment? Great, so let's check our results now.

So, we found out that for me, I use some twinks.

They were waterproof because although the water was still on the plate, the stick did not change in any way when I poured the liquid onto it.

Then the plastic cup was waterproof because there was still some liquid left on the plate.

Then we've got the glass which was not affected by the water, it remained on the plate.

The cardboard did absorb the water.

The water was soaked up by the cardboard.

And lastly, we used a sock, which we thought was absorbent because there was no liquid left on the plate.

So let's do a conclusion.

This is going to round off everything that we have learned.

Which material do you think was the most absorbent? Pause the video and have a think.

So I think that the fabric, the sock that I used was the most absorbent because it was quite slow for the cardboard to soak up the liquid, but it did soak up the liquid.

But the sock did it much quicker, didn't it? Now, which material was the least absorbent? So which one do you think? So which one was the most waterproof? All of them were pretty good, weren't they? They're all waterproof.

The liquid rolled straight off the glass and net.

It was really good.

So well done for completing today's lesson.

Now it's time to do your end of lesson quiz.

I hope you have a great rest of your day because you have worked super hard and you deserve a nice little rest now.

Have a good day, see you next time.

Bye.