Materials

Building things

The animal kingdom

Plants

Seasons and change

Sound

Changing materials

Mixing and making

Human lifestyle

Habitats

Space

Extraordinary scientists

Science

Y2 Science

Key Stage 1

Year 2

UNIT

In this lesson, we will be learning about materials and their properties. We will also learn why certain materials are used for specific purposes because of their properties.

Which material should I use?

In this lesson, we will be learning about solid objects. You will be investigating how you can change the shape of solid objects using items in your home. You will need a piece of paper, a pencil and some household objects which will be explained in the video.

How can the shape of solid objects be changed?

﻿Hi, everyone, and welcome to a science lesson with me, Miss Emms. I hope you'll feel excited and happy to be here. Hopefully you've done one other science lesson with me before this one, because in our last lesson, we learned all about objects and materials that they are made of and the properties that those materials have. I hope you're feeling ready for today's lesson in which we are going to do the following. So let me show you our slideshow for today. Okay, here we go, everyone. So we are going to be thinking about how can the shape of solid objects be changed. That is our key question. And just to repeat you, are with me, Miss Emms. So, how can the shape of solid objects be changed? That is what we're going to have a go at answering today. Okay, everyone. In today's lesson, we're going to follow this agenda, this structure. So we're going to start off with us star words, and then we're going to do a few recap questions. After that, we're going to have a think about defining solid objects. So what is a solid object? And then we're going to think about how we can change their shape. And finally, at the end of the lesson, there will be an end-of-lesson quiz for you to do to see what you can remember from today's learning. Okay. You're going to need a few things in this lesson. You're going to need an exercise book or paper, you're going to need a pencil, and you're going to need your brains switched on and ready to do lots of great learning. You can also try and find the following things. Don't worry if you don't have them. You can always watch me use some of these items. But if you've got them in your house, I would love for you to find a container. So I've just got a water glass, but it could be a plastic Tupperware, any kind of container, a box. But remember you need to ask your parents or carer if you can use it for your science lessons. If you've got a soft toy, then that would be great. And if you've got an elastic band or hairband, then that would be really useful as well. So pause the video now to go and get these things and these things if you've got them. Pause now. Off you go. Great. Okay. We're ready to start. Let's have a look at our stars words. And some of you might like to stand up to do this 'cause it's a really energetic part of the lesson. Ready? You're going to repeat the word after me, and I'm going to tell you what they mean, or explain that we'll come to it later. So star words, star words, star words. Ready? Well done. Solid. Solid. We're going to learn today what the word "solid" means. So I don't want you to worry about that yet. Object. Object. We had to think in our first lesson about different objects. It basically means "things." This pencil is an object. This sock is an object. The material is cotton. This pencil is an object. The material is wood Okay, next one. Are you ready? Squash. Your turn. Squash. Your turn. Bend. Your turn. Amazing. Twist. Your turn. Can you make sure you're doing the actions? Stretch. Your turn. Wow. Well done. Amazing Okay, a quick recap question now from our last lesson. I wonder if you can name these properties based on our previous learning. Let me help you with the first one. So here, I know that this symbol means that this material is soft. Can you pause the video, point to the other properties, and name what they were? Off you go. Amazing. Did you manage to get them? Let's go over the answers. So we have soft and, say it, hard. Well done. We had absorbent, so easily able to soak up liquid. And we had waterproof, repels water, or doesn't let it in. We had transparent, so you can see through. And we had opaque, meaning you can't see through. Give yourself a pat on the back if you've got those properties, or even some of them. Well done, everyone. Okay, so our recap is over, and now we're moving on to thinking about solid objects. So I wonder if you know already what a solid object is. Have a little think. And I want you to tell me if you already know what a solid object is. Don't worry if you don't. Just wait for the explanation, But if you do, can you say, "A solid object is..." Off you go. Tell me now. Great. I had some great definitions of solid objects. So I'm going to show you some solid objects now. So first of all, we've got a picture of some pencils. We've got a picture of a wooden table. Don't worry about the cup. It's more of a picture of the table. We've got a picture of a door, a front door. And we've got a picture of a kettle. Hmm. I wonder if that's helping you to have a think of what it means for an object to be solid. What is the same about all of these objects? Can you tell your screen? Hmm, well done. All of these objects, so a solid object, is something that would keep its shape when you put it in a container. Okay? It does not feel the shape of the container. It keeps its shape, okay? Some of you might think that a solid object is just something that's hard, but that's not necessarily true. These objects are mostly hard, but this sock is also a solid object. And this is not a hard object. This is a soft object. So that's why we're going to use this definition: something that keeps its shape when you put it in a container. So let's have a go at testing that theory. I'm going to use a pencil now, and I'm going to put a pencil into two different containers, or mainly one container. I'm going to try it in both. And we're going to see what happens. So I'm going to stop sharing my screen. Here's my pencil, and here is my, I've said jar, you can use a jar or a glass or anything like that. A container. I want you to have a thing is this pencil going to change its shape when I put it in the container? Nod or shake your head depending on what you think. Yeah. Most of you think it's not going to. Let's check. So the pencil, I put it in a container, it's the same shape, isn't it? It's kept it's shape. It has. Great. What If I put it in this one? Maybe it'll change if I put it in this one. Oh, no. The pencil has maintained, it's kept its shape. Okay. What about if I do the same with some water? I've got some water in this container, and I'm going to use it to pour into, first, this container, and next, or let's start with the one we did before. First this container and next this container. And we're going to see if the water keeps its shape. Okay. So let's start with this one. Okay. Have a look at the shape of the water. It's filled. It's not completely full, but it's filled the shape of the container it's in. I'm going to pour it back into this one now and see if it does the same if I pour it into this container. Oh, yes. It's filled the shape of the container that it's in, whereas the pencil didn't. That's because the pencil is a solid object, okay? And a solid object is something that keeps its shape when you put it in a container, okay? It keeps its shape when you put it in a container. It doesn't fill the shape of the container it is in. So we know that when I poured water into two different shaped containers, it did change shape. It took the shape of the container that it was poured into. So just as a quick recap question, I wonder, can you pause the video now and tell your screen what is a solid object. You should pause and start with "a solid object is something that." Ready? Pause and go. Great. A solid object is something that keeps its shape when you put it in a container. Say it to me. A solid object is something that keeps its shape when you put it in a container. Amazing. We're going to think now about how we can change the shape of solid objects. There are lots of ways, but we're going to focus on four. Show me four fingers. Amazing. How can we change the shape of solid objects? So the first is squashing. And we're going to do an action for each of these. So I want you to go like this. You're going to move your hand down, because when we squash something, we push down. So you can change the shape of a solid object. Some can't be changed at all, but some you can change their shape. And there are four ways. The first is squashing. The first is, don't forget to do the action, the first is squashing. Amazing. The second is bending. The second is. Well done. Let's recap. So we've got number one, squashing, number two, bending. Well done. Number three. And this is maybe a little bit harder to do. Number three, twisting. So one hand is going to go one way, and the other hand is going to go the other way. Twisting. Your turn. Twisting. One more time. Twisting. Well done. And the last one we're going to look at today is stretching. Your turn. Like if you get up in the morning and you're feeling a bit sleepy, you might have a big stretch like this. Can you do that? Your arms are actually stretching. So our action is stretching. Your turn. Amazing. I'm going to do them one more time. You ready to do the actions with me? Ready? Can you do it as well? Squashing, bending, twisting, stretching. Can you do it faster? Squashing, bending, twisting, stretching. You're getting fast. One more time. Squashing, bending, twisting, stretching. Stretching. Amazing. Well done, everybody. Amazing job. So let's have a look at this in practise. So what does this look like in practise? Let's have a look. We're going to look at me trying to to some different objects now. So first one is squashing. If I squash an object, I just push down on that object, and perhaps I can change the shape. So I've got a sponge here. If I squash this object, okay, I push down on the object, okay? So some objects you can squash and they maintain their shape from before and after. So a squashing movement is where you go down like this. You can see with my sponge that it's then going back, reverting to its original shape. So I can squash it, but it will move back to its original shape. Okay, let's have a look at the next way of changing the shape of a solid, which is bending. Bending. Okay, let's have a look at what it looks like if I try to bend something. If I try to bend something. Again, we're going to do it with the sponge. If I bend a solid object, remember squashing is down, bending is like this, and I can bend the shape of this object. Look, I'm bending it. So I was squashing by pushing down and bending like this. Okay. Right. Let's have a look at the next one. So the next movement, the next way of changing the shape of a solid was twisting. Twisting. So again, I'm going to use my sponge. We get to use more things later, but at the moment, I'm going to use my sponge. And see, remember the twisting action is like this. Can I twist my sponge? Yes, I can twist my sponge, can't I? You can see that I'm twisting it up like this. With my sock, can I twist my sock? I can twist my sock, can't I? I can twist my sock. Let's have a look at the last way, which was stretching. Stretching. Can I stretch my sock? Let's see. It's this length. Can I stretch it? Oh, yes, I can. I can stretch my sock. I've got an elastic band here. Can I stretch my? I can stretch my elastic band. Can I stretch my pencil? No. Can I stretch my cloth? A little bit. Not very much. Okay. Amazing. Going to think about the movements now that we need to make in order to carry out these four ways of changing the shape of a solid. So the first one was squashing. When you squash, which way do you push? Up, sideways, or down? Tell your screen. You're so right. You push down. You push, do an action, down. Your turn. Fantastic, everyone. When you bend, can you try and describe what the movement is when you bend? Tell your screen. Yeah, when you bend, one part goes down one way, the other part goes down the other way. So that's why you've got those two arrows here. Bend. Your turn. Bend. Well done. When you twist, can you try and describe what happens to your screen when you twist? Your turn. Amazing. When you twist, your hands go sort of in opposite directions. Like this action here. Twist. Your turn. Fantastic. And when you stretch this, this one's a little bit easier, when you stretch, which directions do you pull? Tell your screen. Away from each other like this. Stretch. So they're going away, your hands are coming away from each other. Stretch in opposite directions like this, okay? So I want you to quickly answer these quick questions. So can all solid objects change shape in the same way? Do you think solid object can change shape in the same way? Could I stretch my pencil? No, I couldn't, could I? Couldn't stretch my pencil. Could I squash my sock? I can squash it. I could scrunch it like this, but that's not what we're doing. We're not scrunching. We're squashing. If I squash my socks, and when I squat, I can do it just with my thumb and my finger, I can squash it. It's not changing shape, is it? It's not changing shape. Whereas when I had my sponge, when I squash it, I can slightly change the shape, can't I, when I push down. And can you bend a pencil? What would happen if I tried really hard to bend this pencil? It would snap or break. I can't bend pencil. Okay. Now it's time for an investigation, one of my favourite parts of the lesson. What I'd first like you to do before you investigate is to draw this table. And this part's really important, because when you're doing an investigation, it's really important that you are able to easily record what you find. So you don't need to do the pictures unless you'd like to, but you do need to draw the table, where your columns say Object, Squash, Bend, Twist, and Stretch. And then the rows here say sock, elastic band, sponge. And then at the bottom, you're going to choose your own object. An object that you have around your house. Now, if you don't have a... Well, you probably got socks in your house. If you don't have an elastic band, you probably go to sponge. Again, if you don't have one, then you can change these objects for other things that you've brought. But you need to have sock, yet you need to have your objects down in those rows. And what you're going to do is you're going to investigate whether you can squash, bend, twist, or stretch each object. But first you need to draw this table. So don't worry about the images unless you'd like to draw them to help you. Pause the video, and on your piece of paper, with your pencil, draw this table. Off you go. Pause now. Great. Well done, everybody. Amazing job. So now it's time for you to investigate. Shall we have a look at the first one together? And what you're going to do is you're going to record your answers by putting a tick or a cross in each column. Okay? So for example, let's have a look at the sock. Now, we've done this a little bit before, but with the sock, so the first thing I need to do is here. I need to see if I can squash the sock and if that changes its shape. As we've spoken about, I can squash it a little bit like that, but it's not changing the shape of the sock, is it? So I'm going to put a cross for sock. You might have thought it was going to be a tick because you can do the squashing action. But it's not changing the shape of the sock, so I would put a cross here. Can I bend the sock? I can bend the sock, can't I? The sock is very flexible. I can bend for sock, so I would put a tick here. I'm going to stop there 'cause I don't want to ruin the fun for you to have a go at the rest of these by yourself. So you're then going to see can you twist the sock? Can you stretch the sock? And then the same for the elastic band and the four actions, the sponge and the four actions, and your own object you're going to choose and the four actions. Have fun. Remember to record your results. Pause the video and complete your investigation now. Off you go. Fantastic, everybody. Let's have a look at what you found. So a sock. We said we can't really squash the sock. We can bend it, we can twist it, and we can stretch it. So you've got ticks in both of these, all in all of these ones. The elastic band. You can't squash an elastic band, change its shape, but you can bend it, you can twist it, and you can stretch it. The sponge. You could squash to change the shape of the sponge, and you can bend it, you can twist it, and you can stretch it as well. And I wonder, with the object that you chose by yourself, perhaps you were or weren't able to do some of these things. We can't correct that 'cause I'm not sure what you chose, but just check again. Check your answers for that one again now. Okay. Well done, everybody. I've got a special challenge for you now. I wonder, can you find a solid object which can't be squashed, bent, twisted, or stretched? Can you find a solid object which can't be squashed, bent, twisted, or stretched? I want you to pause the video, go around your house now, and see if you can find an object like this. Off you go. Did you get one? What did you get? Tell me. Great ideas. I thought of this glass. This is a solid object. I can't squash it, I can't bend it, I can't twist it, I can't stretch it. So I could've put a water glass there. Okay. And then there's going to be time at the end for your end-of-lesson quiz. So to see how much you can remember from our lesson before you move on to the next one next time. You have done such a good job today. I'm feeling really proud of you. I hope you're feeling proud of yourself. We're going to do a special clap for everyone doing this lesson who's tried so hard, and it's called a "rainbow clap." It goes like this. Ah. It's just a really happy clap to show how hard you've all worked. I'll show it one more time. Ah. Like a rainbow. One, two, three. Ah. One more time. Ah. Amazing work, everybody. And I will see you next time.

In this lesson, we will be learning about elasticity. You will test a variety of household materials and will measure and compare their elasticity. You will need a piece of paper, a pencil and some household objects which will be explained in the video.

Which material is the stretchiest?

﻿Hi everyone, and welcome to a science lesson with me, Miss Emms. I'm feeling very excited about this lesson. I hope you all too. And I hope you've managed before this lesson to have a look at the first two lessons of this science unit. Before we start thinking about this lesson, if you have, let us get started straight away and go to our slide show. So in today's lesson, we're going to be answering the key question, "Which material is the stretchiest?" And we're going to be thinking a lot about that term, stretchy. And again, just to repeat, this is a lesson with me, Miss Emms. Okay, let's begin. So, first things first, we're going to go through our star words, and then we're going to answer some recap questions. And after that, we're going to start thinking about this key word of today's lesson, elasticity. Can you say elasticity? It's quite hard to say, isn't it? You did a really good job. Then we're going to investigate and compare elasticity. And after that you will have an end of lesson quiz. So let's get started. You're going to need the following things for this lesson. You're going to need an exercise book or paper, you will need a pencil and you'll need your brain switched on ready to do lots of learning. Can you give your brain a tiny little rub like this? Amazing, well done. And if you've got these things, it would be great if you could also find a cloth or a piece of clothing, a plastic bag, an elastic band, or a hairband and a piece of paper. Don't worry at all if you haven't got all of those things, ask your parents or carer, if you're allowed to find what you can from those. And don't worry about finding things that you haven't got. Just bring what you have got to where you're doing your lesson. And don't forget your paper, pencil, exercise book paper, pencil as well. So pause the video now and go and get yourself ready for the lesson by getting those things, pause now. Fantastic, we're ready to start. Let's have a think about our star words, you ready? Star words, star words, star words. Stretchy, your turn, stretchy. I might say that this sock is quite stretchy. Stretchy, your turn. Right, elasticity, elasticity. That's tricky word to say, let's break it down. Elasticity, your turn. Right, if something is elastic, that means it's quite stretchy and it can return to its original shape once it's stretched. But don't worry too much about the definition of elasticity. We're going to come to that very soon in the lesson. The next one is measure, measure. You probably have heard the word measure before. We're going to measure and compare elasticity in our investigation today. Measure, your turn, amazing. Material, this object is a water glass. The material is glass, it's made of glass material. Compare, your turn. When you compare two things you look two or more things, you look at those things and you evaluate. So when we compare elasticity, we're going to compare how elastic, how stretchy the sock is compared to for example, a piece of clothing. Compare, and lastly stretch, your turn. Can you give me a full body stretch, stretch, your turn. Well done, amazing. Well, I wonder if a stretch made you feel a bit sleepy, maybe you did a little yawn, stretch, your turn, right. Okay, a quick recap slide, what were the four ways of changing the shape of solid objects that we learned? We learned four ways that you can change the shape of solid objects, I'm going to give you a clue. One of them was squashing, pushing down, squashing. What were the other three? Pause the video and tell your screen. Did you manage to get it? We have squashing, pushing down, we had bending, we had twisting, and we had stretching. Squashing, bending, twisting, stretching. Can you do all four in a row like me, ready? Squashing, bending, twisting, stretching. Well done, everyone. So, this keyword, elasticity, your turn. Elasticity. I'll say, elasticity. So, elasticity, it is a measure of how elastic something is. It means something similar to stretchiness, stretchiness. Okay, they have a slightly different meaning, but first of all, can you think of a material, any material that you could stretch. Tell your screen, maybe you can think of two, tell your screen. Hmm, lots of great ideas, I can stretch this sock. I can stretch this and that elastic band, these materials I can stretch, they are quite stretchy. So, elasticity has a similar meaning to stretchiness, okay? The difference is that elasticity, refers to how to, so when you stretch a material or an object like this, can it regain its original shape? So if an item, if a material has a high elasticity, that means it will quickly go back to its original shape. This elastic band has a very high elasticity. It's very elastic, it's very? And that means it will quickly return to its original shape. If I let go, it returns to its original shape. I can stretch it quite far. And if I let go, it will return very quickly to its original shape. It has a really high elasticity, or you could say it's really elastic. And that's probably why it's called an elastic band. So today we're going to have a think about different materials and their elasticity. So elasticity is the ability of a material to return to its original shape after it's been scratched. So you stretch it, and if it can return to its original shape after it's been stretched, it has a high elasticity, okay? Or it is very elastic. I want you to tell your screen now, what is elasticity? Start with the ability of a material to, elasticity is? Go, pause and tell your screen, I'm listening. Right, elasticity is the ability of a material to return to its original shape after it has been stretched. And so it's got high elasticity, 'cause it can return to its original shape. I want you to make some predictions now, and you're going either, you can just do this to yourself, to your screen pointing and maybe saying thumbs up or down, or you can draw these items and you can tick or cross next to them. Do you think an elastic band is elastic? Do you think that can be stretched and return to its original shape? What about a jumper? What about a table? What about a cloth? What about paper? And what about a plastic bag? I would like you to pause the video, to draw these items on your piece of paper, to tick if you think they are elastic and to cross over them, if you think they are not. Off you go, pause now. Right, well done everybody. We're not going to go through those yet because we're going to do a bit of an experiment soon where we investigate elasticity. but I can tell you that you would have got a cross for the table. I wonder what you've got for paper? We're going to have a think about that, but you definitely would have got a cross for the table. I am sitting at the table now and I could not stretch the table if I tried to. Okay, let's have a think now about investigating and comparing elasticity. We are going to use these keywords, measure, your turn. Measure, and compare, compare. So we're going to think about measuring elasticity, seeing how elastic different things are, and comparing their elasticity. So you can measure the plasticity of just one item. But when you compare, you're looking at more than one, you're looking at more than one. Okay, so I'm going to get these things ready, and I've got them in front of me. I've got, I said a cloth or piece of clothing. I'm going to use a piece of clothing, but you might have a cloth. Don't worry if you haven't got any of these, you can watch me do it. I've got an elastic band or a hair band, so I've actually got an elastic band here. I've got a hair band to tie up my head. I'm going to use the elastic band, a piece of paper, a piece of paper and a plastic bag, a plastic bag, okay? Can you pause the video now? And if you've got these items in your house or even a few of them, can you go and get them now? Pause and do that now. Right, well done everyone. So, what I'd like you to do is you're going to draw. You're going to write the title elasticity on a piece of paper and you're going to draw it and write least stretchy and stretchiest at the other side. So on the left-hand side, least stretchy, and on the other side, the right hand side, stretchiest. Can you pause the video and just draw your line with those labels and arrows now. Don't worry about drawing this part here, off you go. Right, well done. And you are going, what are you going to do is you're going to investigate how elastic these items are, and you're going to organise them from least stretchy to stretchiest. So you're going to draw or write or you can do both. So if you investigate, so you're going to have to have all four of them and test them against each other. So let's do the first one together. I'm going to think about the cloth or clothing and my elastic band. So first of all, I'm just going to compare those two. You're going to have to compare each combination of two against each other. So here's my piece of clothing. And they're not the same size, but I can still get a sense of how elastic they are, and here's my elastic band. So when I stretch the elastic band, I can put it really far and it will go back to its original shape. Look how far I can stretch it, that's really elastic. That has a very high elasticity, it's really stretchy. If I take a piece of my clothing, so I'm taking the sleeve. I can pull it a little bit. So it does have some elasticity, it is a little bit elastic, but not very much, okay? So when I'm comparing these two, the elastic band is going to go farther to the stretchiest side of my line. I've done the first two, but you are going to have to position all four of these items. So comparing the clothing or cloth, the elastic band or hairband, the piece of paper and the plastic bag. Can you pause the video now and complete your investigation? Good luck, pause now. Fantastic, I wonder what you found. Let's have a look. So, you probably found that your paper was the least stretchy, I don't know about you. But I couldn't stretch my paper too. If I tried really hard, either my hand just moves off or I might be able to tear it. I might have to do this to tear it, but it's not elastic. The plastic bag had a little bit of elasticity, but then actually mine, I don't know about yours. Mine if I stretch it, look, it doesn't return to its original shape. I can stretch it, but it is steady, stretched, it doesn't return to its original shape. So it has very low elasticity, okay? It's not elastic really because it doesn't return to its original shape, it can be stretched a bit. So that's why I put it as higher than paper. Then I would have my cloth or my clothing because as we saw, I can stretch that a bit. And it does return to its original shape. I wouldn't want to stretch it too much because it might eventually get bigger, and it wouldn't fit me. And then I had my elastic band, which had a really high elasticity. If you need to perhaps tick or move things around on your sheets of paper, then you can do so now. Pause the video, if you need to. Okay, the next thing you're going to do is your end of lesson quiz. You've done such a good job today, I'm so impressed with all of your hard learning. Let's give ourselves another rainbow clap. So it goes like this . Your turn, well done, and I will see you next time. Bye everybody, see you next time.

In this lesson, we will be learning about absorbency. You will test a variety of household materials and will compare how absorbent each of them is. You will need a piece of paper, a pencil and some household objects which will be explained in the video.

Which materials are absorbent?

﻿Hi everyone, it's really nice to see you. I hope you're feeling ready and excited for a science lesson with me Miss Emms. I'm feeling really pleased to be here and I'm really looking forward to teaching you this lesson. Hopefully, you've had a chance to look at lessons one, two and three of this unit, because this one is lesson four. So those three lessons will help you so that you're ready for the content of this lesson. Let's go straight to our slideshow, so you can see exactly what we're going to be doing. Okay, there we go. In today's lesson, our key question is which materials are absorbent? And very soon, you're going to hit a definition of the word absorbent, and you are with me, Miss Emms. So, fast things fast, we're going to go over our star words so important words that you're going to need in the lesson. And now we going to have a think about some recap questions. So questions based on our lessons three, title, which materials were the stretches and had the highest elasticity. Then we're going to move on to thinking about absorbent materials. And finally, you will watch me do a bit of an investigation, and if you've got the materials yourself and if you've asked permission from your parents or carer, you will be able to join in an investigation as well. And finally, you will complete an end of lesson quiz. Okay, so you're going to need a couple of things in this lesson. First, you're going to need an exercise book or paper, you're going to need a pencil and you're going to need your science brain switched on and ready to do lots of break learning. Can you give your brain a little rub so it's ready? Amazing. And in this lesson you might need some other things too. So let me show you what else you could get if you've got these things where you are. So, as well as your exercise book or paper and your pencil, if you'd like to join in in the investigation, you could find these items as well. So, a cloth or a sponge. So I've just got a cloth like this, but you could find a sponge if you've got one. A plastic bag or plastic cups. So I've got both, I got a plastic cup and I've got a plastic bag, some foils and some cardboard or paper, and some cotton wool, okay? So I've got these cotton wool pads or it could be fluffy cotton, well, if you've got that as well. Now you don't need to find all of these things, you might have all of them, you might only have a few, or you might not have any and you want to watch the investigation instead. But if you have got these things where you are, can you pause the video now, don't forget your exercise book and your pencil as well, can you go and get everything you need to be ready for this lesson? Pause now. Okay, fantastic, we are ready, let's start. So, let's have a look at our star words, our important words that we need to define, so that we can use them in the lesson, are you ready? Star word, star word, star words, amazing. Absorbent. If a material is absorbent, it's easily soaks up liquid, okay? So we're going to think about which materials are absorbent. Let's say it again, absorbent. Well done. Waterproof, waterproof. And in lesson one of this unit, we thought carefully about the difference between absorbent and waterproof. So rule to proof means it keeps water out, so, it repels the water. Next one, absorb, absorb. Absorbs means to soak in, okay? Or to take in, absorb. And compare, compare. So we are going to compare how absorbent different materials are. And finally, one of our other key words really important, materials, your turn, materials. So we're thinking about different materials today. In lesson one, we looked carefully at the difference between an object and a material. So for example, here, the object is a cup the material it's made of is plastic, okay? All right, let's make a start. Okay, a quick recap now. So, in lesson three, we looked at elasticity. Can you say the key word, elasticity. Elasticity is how elastic and material is. So how easily you can stretch a material and then that material can return to its original shape. So we found out that an elastic band had a very high elasticity. If you stretched the elastic band, it would easily return to its original shape, okay? We also looked at a sock and I was able to stretch the sock and it did return to its original shape, but it wasn't as elastic as the elastic band. Now we're going to have a think about absorbent materials. So moving on from stretchy or elastic materials in lessons three, today we're thinking about a different property. We're thinking about materials that are absorbent. So, absorbent means able to soak up a liquid easily, okay? So we're thinking about absorbent materials, which are sort of the opposite of waterproof materials. So waterproof material would repel water, it wouldn't let the water in, it would keep it out. If I wanted to wear a coat when it was raining, I would want that to be waterproof. That's if I want something to absorb or to soak up liquid, I need an absorbent material. So then absorbent means able to soak up liquid easily, and waterproof means something that keeps water out. That's a really quick recap, I wonder if you can tell your screen what does absorbent mean? Absorbent means, tell your screen. Amazing, absorbent means able to soak up liquid easily. Well done. And what does waterproof mean? Waterproof means, tell your screen. Great, waterproof means it repels water or keeps water out. Amazing, well done everyone. So, I wonder if you can find some of these items in your home, you might have done that at the beginning of the lesson. Here I'm going to give you another chance to get yourself prepared if you haven't got these already. So today we are testing a variety of materials. And just to recap, I'm going to use a cloth or sponge, a plastic bag or plastic cup, foil, cardboard or paper and cotton wool. If you haven't got those things ready yet, I would like you to go and get those things ready now if you need to. Pause if you need to go and get them ready. Right, and now we're going to complete an investigation. First, I would like you to draw this table, okay? So what you need to do is you need to draw this table with the following titles. So you're going to write what you're testing in the top. So you're going to be thinking about cloth or sponge, just like the one that you've chosen, a plastic bag or plastic cup, foils, cardboard or paper and cotton wool. And then on the sides in the rows, you're going to write the headings, absorbent, question mark and observations. I'm going to explain exactly what you need to do after you fill in the table. So for the moment, just pause the video to draw this table. Off you go. Right, well done everybody. Okay, I'm going to go full screen now, so I can show you what we're going to be doing. So, while we are testing how absorbent a material is, we need to use a little bit of water. Because remember, absorbing means able to soak up a liquid easily. So I can use a different liquid, but we're going to use water it's an easy liquid for me to use. I'm not going to pour a lot of water on each of these materials. Firstly, that's going to make a really big mess and we don't want to do that. And secondly, if I use a small amount, I can see carefully how absorbent each material is. So, let's start with the cloth. Now, here I've got some water and what I've done is I'm just going to use a teaspoon to put the water onto the material, so that I don't use too much and make a big mess. If this cloth is absorbent, what will happen when I put a little bit of water onto the cloth? Tell your screen what will happen. You can say if the cloth is absorbent, off you go, tell your screen. Great, if the cloth is absorbent, it's going to soak up the liquid. Will the liquid drip off the cloth do you think? Will the cloth repel the liquid? No, that won't happen if this is absorbent. Let's have a look, shall we? Okay, I'm going to get a little bit of water, and not a lot it, I don't want to make a mess. And I'm going to pour the water onto the cloth. I can see and it's hard for you to see, you'll find out if you do it for yourself, the cloth got a little bit more wet, but it absorbed the water. The water's not come off and dripping down, let's do it again. Okay, I wonder if I could carry on. I wonder if I could even dip a little bit of the cloth into the water, and what I put it out to is dripping but the cloth has absorbed, taken in a lot of the water. And if I squeeze the cloth, that water comes out again. So I know that the cloth is really absorbent, okay? So, in my table here, I would say, I would put a big tick in this box because the cloth or sponge is absorbent, and in observations, I want you to describe anything extra that you saw. So I might write, the cloth is very absorbent. It took in a lot of water, okay? And then you could even say, when I put the cloth, or when I dipped the cloth into the water, it absorbed a lot of water. I could squeeze it and squeeze some water out, okay? You can write what you'd like in that column, it's things that you can see in that row sorry, things that you can see, extra observations that you have about the material. Okay, let's have a look at one other together. I'm not going to do them in order, I'm going to have a look the foil now. So, my foil, here is my foil. Now, I'm going to try and make this easy for you to see. I'm going to get a teaspoon of water, I wanted to make a prediction out. I want you to predict whether you think the foil is going to be absorbent or not. Do you think that this foil is going to absorb or repel the water? Do you think it's an absorbent or waterproof? Tell your screen, I think... Okay, let's have a look. So I get my teaspoon of water, I'm going to pour it on. Ooh, I don't know if you saw that? The water dripped right off. Let me do it again just to test. And the water dripping off, off to my table. I don't want to make a mess, I'm not going to test it anymore, but the water was not absorbed at all. So the foil is not absorbent, the foil is waterproof. So what I would do, is in this box here, I would put a cross and I would say in my observations, the water, you could say the water dripped, or the water dripped off the foil, the foil is waterproof, okay? So I demonstrated with the cloth or the sponge, I used a cloth, and I've shown you what happens when we put some water on the foil. And now it's your turn. So what you're going to do, is your going to investigate whether your cloth or a sponge is absorbent, your plastic bag or plastic cup. So I put a plastic cup, you can pour the water into the plastic cup for this one. With a plastic bag be careful, you don't want to make a mess that you could find the opening of the plastic bag. And you could try and pour a little bit of water into the opening of the plastic bag, to see if it keeps the water in or if it absorbs it. And then with your cardboard or paper. Again get your teaspoon and pour a little bit on and finally your cotton wool, get your teaspoon and put a little bit of water onto your cotton wool, and see which of those materials are absorbent. Okay everybody, it's time for you to think about starting your investigation. Just before you do, make sure you've done the following things. So first of all, you need to ask your parents or carer, if you can use these materials to test absorbency. You need to make sure you're in a space where you don't mind getting too wet, okay? So if you're going to use a lot of water and maybe you could do it in a bathroom or somewhere where it doesn't matter if you get too wet. If not you can use a tea spoon to make sure that you're only using a little bit. Make sure that any valuable items are far away. So any phones, and obviously your watch, your sort of device, make sure you don't pour any water onto the laptop because that's not good for valuable items, and pour very small amounts of water onto the object. And it will still help you to see whether that material takes in or absorbs the water, okay. Off you go everybody, it's your time to investigate. So pause the video now and have a go. I will leave you with this table so that you know exactly what you're doing. Off you go. Okay, well done everybody, amazing work. I wonder what you found. Now, it depends on your materials. You may have found different things from each other. But, you probably notice the following things. You probably noticed that the cloth was absorbent, the plastic bag was not absorbent. If I pour water and I know you can't see inside into my plastic cup, plastic cups are so good for what they do, it holds all the water. It doesn't absorb the water, okay? So this plastic is a very waterproof material. You will have found with the foil that the water rolled or dripped off, so it's not an absorbent material. With the cardboard or the paper, you might have found a similar thing to me. You may have found that the cardboard absorbed some of the water, but it's not as absorbent as a cloth, and/or a sponge, or the cotton wool. With the cotton wool, you hopefully will have found the cotton wool was really absorbent. I could even pour a little bit of water onto this piece of cotton wool, and it absorbs that water, it soaks it up, I can feel that this is wet now, but it didn't pull onto the table, okay? Okay everybody. So, can you tell your screen which material was the most absorbent. You're going to say the most absorbent material was... Tell your screen. All right, I wonder what you found, either the cloth or the cotton wool, right. And what was the least absorbent material? Can you say the least absorbent material was... Right, well done. So, the least absorbent material was probably your foil or your plastic cup, okay. Now let's us have a think about the uses of these absorbent materials. Why do you think towels need to be so absorbent? Can you tell your screen, I think towels need to be absorbent because, go. Well, when people get out of the shower or the bath, you wrap a towel around you because your body has water on it, your body is wet. So you need to use a towel to absorb that water so that you become dry. Why does the sponge need to be so absorbent? Tell your screen. Great, the sponge needs to be absorbent so that it can soak or clear up messes in your kitchen or anywhere else that's our liquid. So you can soak up the liquid so that your kitchen or wherever else becomes clean, amazing job. And why do you think wellies and umbrellas need to be waterproof? Not absorbent next time, why do they need to be waterproof? They need to be waterproof because, tell your screen. Amazing, they need to be waterproof. Waterproof, because they need to repel water so that you stay dry, great job. And why do you think that water glasses need to be waterproof? Tell your screen. Yes, so that they can hold water so that they keep water inside. Amazing everyone. What's happened if your coat was absorbent? When you were going outside on a rainy day, you get wet, it wouldn't repel the water it will soak it in, and your body would get wet. Okay, amazing job everyone, it's now time for you to complete your end of lesson quiz after this video. You've done some amazing learning, it's time for us to have an awesome cheer, so that goes like this, are you ready? Awesome, your turn. Great job and I will see you next time, bye everyone.

In this lesson, we will be learning about raw materials and synthetic materials. You will learn some examples of each of these types of materials and will complete an activity in which you need to decide whether various different materials are raw or synthetic.

What is the difference between raw and synthetic materials?

﻿Hi everyone. And welcome to a science lesson with me, Miss Emms. I'm feeling really excited to teach this lesson. I hope you are ready, and I hope you are looking forward to what we're going to be learning today. So, let's have a look. In today's lesson, we are going to be answering the question what is the difference between raw and synthetic materials? And you are with me, Miss Emms. Now, don't worry if you don't already know what a raw material is and what a synthetic material is because we're going to have a look at those definitions today. Hopefully you've completed lessons one, two, three, and four of this unit before you have a go at this lesson, because that learning is going to help you in this lesson. Okay. So here is our lesson agenda. We start off by looking at our star words, so important words that we need to know in order to access today's learning. And then we're going to have a look at some recap questions to think about our previous learning. And then we're going to move on to looking at raw and synthetic materials and looking at some examples of each of these things. And after that, you are going to do a sorting activity. So you are going to use your understanding and your knowledge of raw materials and synthetic materials to sort them into those two categories. And finally, it will be time for the end of lesson quiz. Okay, you're going to need three things in this lesson. You'll need an exercise book and paper, you will need a pencil or a pen, and you'll need your brain. Your brain is already in there, and it's already ready to do some great learning. So you don't have to go and get that. But if you need to go and get your exercise book or your paper and your pencil, then can you pause the video now to go and get both of those things. Off you go, pause now. Great, well done everybody. So let's have a look at our star words, star words, star words! Materials, amazing. Raw materials. We're going to look at the definition of raw materials and synthetic materials in this lesson. But can you say the words again so we practise saying this important language, raw materials, synthetic materials. Great. And natural, manmade. Fantastic. So a quick recap, which material in lesson four did we find was the most absorbent? there were perhaps two that you might be thinking of that were really absorbent. Which materials were able to absorb lots of water? Can you tell your screen that mm was the most absorbent? Off you go. Well done. So we found that the cloth was the most absorbent, or depending on your cotton wool and your cloth, the cotton wool was the most absorbent. You could have had one of those two materials. And which material was the least absorbent? And again, it might've been one of two that didn't absorb any water. Can you say the mm and the mm were the least absorbent? Or if it was one, the mm was the least absorbent. Your turn. Well done. So the plastic didn't absorb any water, the plastic and the foil didn't absorb any water. So the plastic was the least absorbent, or the foil was the least absorbent, great! Okay, let's move on to today's learning, to the learning of this lesson. So we're going to be thinking about raw and synthetic materials. Those are our key words that we need in this lesson. Now a raw material is a material that comes from nature. Okay? So it's a natural material. It has not been changed by humans. It comes from nature. A synthetic material is a material where it's been changed by humans, okay? So humans have changed that material. They are opposites of each other. You might have heard raw materials being referred to as natural materials. And you may have heard synthetic materials being referred to as man-made materials. We are going to use the vocabulary, raw materials and synthetic materials because it's a bit more scientifically accurate, okay. So a raw material is a material that comes from nature, and has not been changed by humans. For example, coal, clay, sand. Those are some examples, let's go back again of some raw materials. So you've got coal, clay, and sand. So again, examples of materials that you find, that you would find in the natural world, in nature, okay. And no change has been made to those materials by human beings. A synthetic material on the other hand, for example, plastic. So here you've got a plastic water bottle. I've got a plastic cup here. Glass. So here you can see that there's some ice in the glass, but the container, the glass is made of the material glass, like my water glass here. Paper, like the paper in this note pad. So plastic, glass, and paper are some examples of synthetic materials. And what that means is that these materials have been changed. There has been a change made by humans to make these materials. And they are often made from or using raw materials. So, can you predict before I show you the definition, can you predict the definition of what you think a raw material is? And can you predict what the definition of a synthetic material is? You may have heard me say it once already in this lesson, but before I show you, what do you think the definition for a raw material is based on these pictures? Let me show you again. So I think a raw material is, tell your screen. Fantastic. Hopefully you said something like, I think a raw material is a material that has not been changed by humans. Or a material that you find in the natural world. Well done. What about a synthetic material? Can you predict the definition? You're going to start with I predict, or I think a synthetic material is, tell your screen now. I think- Great. Well done! So you should have said something like, I think a synthetic material is a material that has been changed by humans. Let's check. Okay, here we go. So we've got raw materials, a material found in nature or in the natural world that has not been changed by humans. I'm going to say that one more time. Maybe you can say it with me. A raw material is a material found in nature that has not been changed by humans. Okay. And synthetic materials, so synthetic materials are material, a material that has been made by humans, okay. So a synthetic material is a material that has been made by humans. And the reason I used the word changed before is that that implies that there has been a change made to a raw material to make a synthetic material. So it's been made or changed by humans. Where do you think raw materials come from? Can you think of an example of something in nature in the natural world that gives us raw materials? Can you think of any examples? I want you to pause the video now and have a little think and then tell your screen. I think raw materials come from, pause, think, tell, off you go. Great. So you might have said lots of different parts of the natural world, of nature. So you might have said, I think raw materials come from trees, for example. And you're right, because when we're thinking about wood, that's a raw material from a tree. You might've said from animals. Okay, for example, leather from cows. Okay, so we are, they're coming from plants or from animals. So some raw materials come from underground as is shown here. Okay, some raw materials come from underground. Some come from living things. And this is probably what you guessed when I asked the question before this slide. So for example, some materials, some raw materials come from trees. So for example, wood from the trunk of trees, or leather from animals skins. Okay. So let's have a look at an example of a raw material, which comes from a living thing. So if you think about plants here, we think about trees. We think about the trunk of trees, which gives us the raw material. What's the raw material? Tell your screen. Wood, well done. And then using wood, you can make a table. What else could you make using wood? Tell your screen. Lots of great ideas. The chair that I'm sitting on is made of wood. The table that I'm working at now is made of wood. Okay? Lots of things are made from wood. And wood, and tables, and other things that are made of wood are made from wood that comes from living things. Okay, so we've got our living thing, our raw material, wood, and the object that that is used for. Let's have a look at another example. Here we've got an example of an animal. So raw materials, which come from living things. Here we've got a sheep. And a sheep gives you the raw material, wool, which then can be used to make jumpers, okay, or other items of clothing, or rugs, okay. So again, we've got the living thing, we've got the raw material, and we've got the item or the object that that's then used to make. Can you think of another raw material which comes from plants or animals? Can you think of another raw material which comes from plants or animals? Hmm, have a little think. I wonder if you could think of anything. Here we've got the example of wool. I wonder if you maybe also thought of leather. Okay, so not thinking about sheep, but thinking about cows and animal skins. Okay, let's move on. So synthetic materials, synthetic materials are often made from raw materials. Let's have a look at an example. And can you use your pointy finger as I'm explaining this? So synthetic materials are often made from raw materials. So let's think about plastic. Can you tell me something that we, we have already learned of in this unit of learning made from plastic? Some of you said a cup or plastic bottle, et cetera. So plastic is made from oil and oil is the raw material. Oil is the? Amazing. And then can be used for strong objects of any shape. For example, bottles, dummies or LEGO blocks. Okay, so to recap, we've got plastic, which is made from oil. So point to the raw material, oil well done. And is used for strong objects of any shape. And then we've got glass. I didn't know if you knew this, but glass is made from sand. What's the raw material here? Either point to it or say it. Sand, the raw material is sand. You're right. The synthetic material is glass. Glass is made from sand, and it's used for strong see-through objects. Can you think of another synthetic material which is made from a raw material? Can you think of another synthetic material which is made from a raw material? Don't worry if you can't, 'cause we're going to have a look at some in the rest of this lesson. But have a think, see if you can predict one now. Pause the video, have a think, tell your screen. Okay, keep it in your head. So, what I'd like you to do is I would like you to draw these two circles. You're going to pause the video, and you're going to draw a circle that has the title raw materials, and another circle that has the title synthetic materials. Can you pause the video, and can you do that now? Amazing, well done everyone. Can you sort the following materials into raw or synthetic? So there's lots of materials on your screen now, okay. Some of these we've already looked at, some of these might have been what you were thinking of when I asked you if you could think of any other synthetic materials made from raw materials. So we've got wood, say it after me, wood, wool, paper, sand, glass, brick, leather, and plastic. Okay. I would like you, in a minute you're going to pause the video, and you can either draw, write, or do both in the correct circle. So if you think wood is a raw material, you'll draw a little picture of the wood, and write word in the raw materials circle. If you think it's a synthetic material, you'll draw the wood and write wood in the synthetic materials circle. Do you understand? Pause the video and complete your sorting activity. Off you go. Amazing, well done. Everybody, you've tried so hard so far in this lesson. I'm really proud. Let's correct. So, the raw materials we had, we had four of each. So we had wood in the raw materials circle, wool. So wood coming from trees, wool coming from sheep, sand, and leather coming from animals, okay. And then in the synthetic materials circle, we had paper, glass, brick, and plastic, because all of those synthetic materials, they come from raw materials, but something has happened to the raw material there has been a change to make the synthetic material. So they've been made by human beings, okay. Pause the video now, look carefully, check you've got the correct answers. If you didn't, you don't need to worry at all. Mistakes are actually what help our brains to grow, and help us to become even smarter so that we know even more things. So pause the video now, check, and take or fix your answers. Off you go, pause now. Great, well done. And now it's going to be time after this video ends for your end of lesson quiz to see what you've been able to remember from today's learning all about raw and synthetic materials. You have tried so hard today. I'm feeling really, really proud of all of you for putting in so much effort. And I think it's time for us to do a special cheer for all of our great work today. Instead of the awesome cheer, we're going to do the rainbow clap, which we've done in a previous lesson. And it goes like this. Your turn, one, two, three. Well done everyone on your excellent efforts, and I will see you next time.

In this lesson, we will be learning about why we change materials. You will learn how raw materials can be changed to make synthetic materials and you will think about how the properties of these materials are different before and after the change.

Why do we change materials?

﻿Hi, everyone. So nice to see you. How are you doing today? Great. I have a feeling I'm excited for this lesson. I'm looking forward to teaching you. We've got an exciting lesson today where we're going to find out why we change materials. Okay? So we've had five lessons already in this unit, and in lesson five, we thought about how we change materials in our raw and synthetic materials lesson. Today we're going to be thinking about why we change materials. Okay. Let's get started. So, our key question today is, why do we change materials? And you are learning with me, Miss Emms. Our lesson agenda is as follows. So first things first, we're going to do our star words, and then we're going to do some recap questions. After that we're going to think about how sand is changed to become glass, and then we're going to hear about a famous materials scientist. And at the end of the lesson, you will be completing your end of lesson quiz. You're going to need three things in this lesson. First thing you'll need is an exercise book or paper, the second thing you'll need is a pencil, and the third thing you'll need, hopefully you've already got that ready, is your brain. If you need to go and get your exercise book or paper and your pencil, then pause the video now to go and do those things. Off you go. All right. We are ready to begin. Let's have a look at our star words. Are you ready? ♪ Star words, star words, star words ♪ Materials, raw materials. And we learned about raw materials in lesson five. Okay? Materials found in nature that have not been changed by humans. Synthetic materials. Remember that means that they've been made by humans. Scientist, sand, glass, heating. Fantastic. So, a quick recap, can you remember some of the raw materials and some of the synthetic materials that we learned about in lesson five of this unit? I will give you one idea, one example. So we learned that wood is a raw material, and we learned that a paper is an example of a synthetic material. Can you think of any others? Think really hard, pause the video, and either you can write them down or you can just think about what they are. Pause the video and do that now. Right. Well done. So now we're going to have a think about changing raw materials to synthetic materials, and how and why it happens. So, one of the ways in which a raw material can be changed to become a synthetic material is heating. And when you apply heat to something, it gets hotter, okay? Another way is by mixing that material with other raw materials. So let's recap with our actions. Heating, mixing with other raw materials. Your turn from the beginning. Heating, mixing with other raw materials. And finally, the other way that we're going to look at today is reacting with chemicals. Okay? Reacting with chemicals. You've got heating, mixing with other raw materials, and reacting with chemicals. You're going to remember that. Can you tell your screen the three examples of how raw materials can be changed to synthetic materials? Pause the video and tell your screen now. Did you get them? We had heating, mixing with other raw materials, and reacting with chemicals. Okay? So we're going to focus on one example of a specific raw material that's changed to become a synthetic material. And we are going to think about sand becoming glass. So in this example, the raw material is the sand. The raw material is the? Right. The sand. And the synthetic material is the glass. The synthetic material is the? Amazing. Don't worry about the water or the plastic or the metal, we're thinking about the glass of this bottle. So glass, a synthetic material, is made from sand which is a raw material. Well done. But how? We're going to learn about how, how the sand become class. They look very different, don't they? They don't look anything like each other. They have very different properties. So how does sand become glass? Wow, let's go through the steps. So first, we're going to do some actions. The sand is often mixed with some other raw materials. So imagine you've got your sand, I want you to mix it with other raw materials. Okay? First, the sand is mixed with other raw materials. Next, it's heated to a very high temperature. So first, it's mixed with some other raw materials, next, it's heated to a very high temperature, and then the temperatures is so hot that sand becomes a liquid. Okay, let's recap those three steps. First, can you join me with the actions? First, the sand is often mixed with some other raw materials. Next, it's heated to a very high temperature. And when the temperature becomes so hot, the sand becomes a liquid. No longer solid, it becomes a liquid. And the liquid can be pushed and knocked into whatever shape is needed. Okay? It can be pushed and knocked into whatever shape is needed. And then when the liquid cools down again, it becomes a solid glass object that stays in the required shape. Okay? And that's how glass is made. Should we recap so that we really understand those steps? So first the sand is often mixed with some other raw materials. Next it's heated to a very high temperature. And the temperature is so hot that the sand becomes a liquid. And it's often a bit confusing because with sand, you can pour sand, which is often a property that we associate with liquid, but it's made, as we know, tiny little pieces and they are solid. Okay? But it become so hot that it actually becomes a liquid. And then the liquid can be pushed and knocked into whatever shape is needed. So whatever you're going to use the glass for. And when it cools down, it becomes a solid glass object that stays in the required shape. For example, the window behind me is made of glass and it's really strong, and it was made to be in this shape. And that's how glass is made. Let's see how much of that you can remember. You don't need to use the language that I use, you can use your own words, but using the images to help you, can you write down the steps for how glass is made? First, next, the temperature, and then it's... And then what happens afterwards? Okay. So one, two, three, four, five steps. Don't worry if you can't remember everything, have a go now writing down your five steps for how glass is made. Pause the video and on your sheet of paper, you can number them, write down your steps for how glass is made. Pause and do that now. Right. Well done everyone. Let's recap so that you can tick or fix. And remember, if you're fixing, that's not a big deal. Mistakes help our brains to grow, they help us to learn even more things. So first the sand is... And you don't need to have said all of this, but mixed with other raw materials. As long as you've got that it's mixed with other raw materials. And then it's heated, it becomes really hot. And then it's so hot that it becomes a liquid. And then the liquid is pushed and knocked into whatever shape is needed. And when the liquid glass cools down, it becomes a solid glass object that stays in the required shape. That's a long sentence. You didn't need all of that, but the liquid cools down and it becomes a solid glass object. And it stays in that shape. And that is how glass is made. So let's have a think about its properties before and after. And remember, we had to think about properties in lesson one of this unit. For example, we learned the property soft and hard. We know that this cup, for example, is hard. This jumper that I'm wearing is soft. We learned the properties, absorbent and waterproof, and we learned the properties so soft and hard, and absorbent and waterproof. And we learned about properties that are transparent and opaque. So something that I can see through, for example this glass jug, is transparent. And something that I can't see through is opaque. Okay? So we learned about those properties. Now we're going to be thinking about properties again now, as we look at the sand and the glass. And I want you to describe that properties. You don't have to write three words for each, but see what you can think of. So how could you describe the sand? I will give you one example. I might write, it can be poured easily. It can be poured easily. What other properties could you use to describe this? What other properties does the sand have? And what properties does the glass have as a bottle? Can you pause the video, and you can write sand and two or three properties and glass and two or three properties. Pause and do that now. Great. Let's see what you could have had. So you may have had other ideas. These are the some of the ones that I thought of. So the sand is opaque, you can't see through it. It's rough. It doesn't feel smooth, it's rough. You can pour it. That's the one I helped you with. And it's absorbent, isn't it? If you think about sand, it absorbs water from the sea. And glass, transparent, you can see through it. I can see my screen. You can see me. And this is a water glass, it's in a different shape. It still has that same property if it's a bottle, transparent, strong, okay? It's also smooth. The opposite of rough as well, smooth. It's solid, you can't pour it. You can pour the water inside it, that's a liquid, but can you pour the glass itself? No. And it's waterproof. It doesn't absorb any water, it keeps the water in. Okay? Or out. It doesn't absorb the water. It is waterproof. If you need to tick or fix any of your properties, I'm going to let you pause now on that screen so that you can do that. Off you go. Okay, well done. Now, I want you to use your knowledge of properties to complete the table below. So on this side, you've got, what is glass used for? And I've given you some examples. Windows, glasses to drink from, decorations and jewellery. These aren't glass, but you might have some decorations and jewellery that are made from glass. And glasses to help people see better, okay? Glasses to help people see better. And I want you to think about, and it might be all of them, or it might only be some of them, but out of these properties, so we've got transparent, strong, will stay in the same shape, can be made into lots of shapes and waterproof, which of these are really helpful when it comes to making these windows, glasses to drink from, decorations and jewellery, and glasses to help people see better? For example, let me help you out with one. Windows need to be transparent so that you can see through them. You need to be able to see through windows. So it's good that glass is transparent. That's a property that it has that makes it a good window. What other properties does glass have that makes it a good window? Can you have a think? And then can you do the same for glasses that you drink from, decorations and jewellery, and glasses to help people see better, each time looking at your properties here and deciding which ones work best for each purpose? Pause the video now and have a go at filling in this table. Off you go. Amazing. Well done. So what did you find? You might have not had exactly the same answers as me, but broadly, you may have had a mixture of all of the properties or some of them. So windows need to be strong, they need to be transparent, and they've got to be waterproof. Haven't they? Because if it rains, they need to be waterproof. Glasses to drink from, again they need to be waterproof so that they don't absorb all your water. It's good that glass can be made into lots of different shapes, okay? Because here it's the same material, but I've got it made into this shape here for my jug, this shape for my water glass, for different kinds of glass, for different kind of drink, it might be made into a different kind of shape. So it's great that glass can be made into lots of shapes when you're making glasses to drink from. And it's also great that it's strong. If it wasn't strong it would break really easily. Obviously, if I dropped the glass, it would smash, but it's good that it's strong as well. And decorations and jewellery. Great that glass can be made into lots of shapes so that you can make lots of shapes of decorations and jewellery. That's a property that glass has that's really useful when making decorations and jewellery. And again, strong so that they don't break. And finally, glasses to help people see better. If I had glasses that were opaque, I wouldn't be able to see anything. Would I? So they need to be transparent, strong, and again, made into lots of shapes because you might want to have the glass in your glasses to be in different shapes. If you need to pause the video here to have a look more carefully at this and tick or fix, then you can do that now. Now we're going to think about a famous material scientist. And she was called Stephanie Kwolek. Stephanie Kwolek. And Stephanie Kwolek is famous because she invented a material called kevlar. And this material... She's an American chemist. And this material is a material that is five times stronger than steel. So she used steel and she made a material called kevlar, which is five times stronger. Okay? So that's an example of how you can invent a material that has better properties, that's even stronger than one that has come before. Great. So quickly, what did Stephanie Kwolek invent, and why was this an important invention? Pause the video and tell your screen. Off you go. She invented kevlar, and it's important because it was five times stronger than steel. And it's going to be time now for your end of lesson quiz. Well done today. You've done some really, really great learning. I'm really proud of all of your hard work. It's time for a special rainbow clap that goes like this. You ready? Wuaaaaaah. Your turn. Great job in all of these six lessons, you've done an amazing job. If you would like to share your work from this unit, if you've got any pieces of work from this unit of lessons, you'd like to share with Oak National, then you can ask your parents or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational with #LearnwithOak. But do remember that you need to ask your parents or carer to do that for you. Okay, everyone, great job. We'll see you next time.

Unit Overview: Changing materials

National Curriculum

Unit Question

Lessons: