Lesson video

Hi, everyone.

I'm Ms. Harris, and welcome to today's science lesson.

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

Now today, we are going to be looking at different materials and their properties.

We're going to be listening to a story that I read last lesson about some children in a rainforest, because today we are going to be building and creating some mini-walls which we will be using in our experiment for lesson three.

Now, there will be some materials that I will be asking you to find if you have them at home so you can participate in today's experiment.

Otherwise, don't worry, You don't have to because I am going to be doing it today.

Okay? So let's take a look at what else we're going to be doing today.

So we are going to be listening to a story, looking at what height and length mean, looking at materials and their properties, looking at some groups of materials, and then we've got our experiment at the end of the lesson.

For today's lesson you will need an exercise book, a pencil, a coloured pencil, and your brain.

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

Great.

So these are some of the materials that you might need for today's experiment.

So we are going to be making some mini-walls based on the story that I'm going to tell in a moment, because we're going to be looking at whether the materials are strong enough to survive in the rainforest, and we're going to be creating some atmospheres that you might find in the rainforest.

So here we've got groups of materials that you could choose.

Playdough, hay, or straw, so choose one.

Twigs or lolly sticks, choose one.

Sugar cubes, plastic bricks, and then we've got glue and Sellotape that we will need to create the walls at the end.

So don't worry about getting these things now, but these are some of the things you might need if you want to join in.

Otherwise you can just watch it, and I'm going to do it anyway, okay? So let's do our star words, you ready? My turn then your turn.

Ready? Height.

Your turn.

Length.

Design.

Model.

Material.

Material.

Height, length.

Height, length, faster, height, length, height, length.

Height, length.

Good job.

Okay, I'm going to tell you a story now, and I want going to listen very carefully.

This story is going to influence all of our lessons in this unit, so we need to be listening really carefully.

Are you sitting comfortably? Are you sure? Okay, ready.

That was once a group over year one children who went on a school trip to the rainforest.

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

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

They each needed to build a wall to test their materials.

A boy called Sam had an idea to use lots of paper from his exercise book, and all of the children had brought several books with them on the trip.

"I'm going to use this paper to build the wall," he thought.

Sam built the wall for the classroom out of paper.

He was really happy about it.

But then it started pouring down with rain.

Drip, drip, splash, splash went the rain.

The paper began to soak up in the water, and the wall slowly started falling down.

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 bundle of sticks, and she carried them back to the area where the children were building the classroom.

Holly built her wall out of sticks.

And she spent a really long time building.

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.

The water was seeping through the gaps in the twigs.

And she was all wet.

So the sticks were not put close together like this.

They were spread out, so all the water went through the gaps.

Next up was Riddhi She was collecting lots of bricks and stones.

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

But then the rain started pouring down.

How did the rain go? Drip, drip, splash splash, good job, went the rain.

It rained for a really long time, but her wall didn't fall down.

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

Riddhi quickly fetched the rest of her class.

And they were so happy with the wall, they built their classroom out of brick and stone.

Great.

So that story was all about about some children that went to the rainforest, and their teacher set them a challenge to build a wall and to build a classroom in the rainforest.

But first they had to build one wall to make sure that the material was strong enough so that they could use that material to build the rest of the classroom.

Now we are going to do something similar.

Over the next few weeks, we are going to be looking at different materials that we could use for our classroom that we could build.

Okay, great.

So everything is made up of materials, and each material can be used to make lots of different things.

So remember from our materials unit, we looked at how all objects are made up of a material.

So my pen is made out of plastic.

So each object has a material that it's made out of.

Because everything is made up of materials.

Now, I'm going to give you a challenge today to build a wall for a classroom in the rainforest, just like in the story we heard.

And in our next lesson, we will be putting our wall to the test by creating a little bit of rain on the top to see if the material can survive the rain, just like in the story.

So don't worry if you don't have any of the materials that I said at the start, because I'm going to build it for you too see.

Now, I have a question.

Are we going to build a wall that's really tall? A really big wall.

No, we're just going to build mini ones because we don't have lots and lots of resources to do that.

So we're just going to build mini-walls, okay? Great.

Now thinking about an actual wall and the reason why we have walls, I want you to think about the height and length.

So height is how tall something is.

What's is height? Can you explain? Height is how tall something is.

Good job.

Can you say it in a robot voice? Height is how tall something is.

Can you say that? Good job.

And let's think about length.

Length is how long something is.

Length is how? Good, how long something is.

So we can see on our wall, the length would be how long the wall is.

The height would be how tall the wall is.

So keep that in your head.

Which picture shows height? So remember, height is how tall something is.

Can you pause the video and point to the correct wall and then press play when you're done? Good.

So this picture shows height.

Height is how tall something is.

Length is how long something is.

So the walls that we are going to build are going to be small, but we're still going to make them quite tall.

And we're going to make them long so that we've got enough material that we can experiment with.

Remember, we're not going to build a huge wall, because that'd be really silly, wouldn't it? If we just suddenly built a wall in the middle of our house, that'd be a bit strange, wouldn't it? So let's take a look at some materials and their properties.

Let's recap what we mean by property.

So properties are how we describe a material.

So here we've got soft and we've got hard.

I want you to think about your duvet on your bed.

Is it soft or is it hard? So your blanket on your bed, is it soft or is it hard? It's nice and soft, isn't it? So our blanket on our bed, we would describe as soft.

Why do you think we want it to be soft? Because when you sleep, you want to rest and be comfortable.

A duvet is an object which is made from fabrics, and it's soft so you can have a great night's sleep.

Otherwise you'll be laying with something really hard, and that would be really uncomfortable, wouldn't it? So now I'd like you to pick up your pencil.

We are going to write a sentence about a duvet, looking at the object, the material, and the properties.

So down here, you can see I've got the little speech bubbles.

This is the sentence we're going to say.

Are you ready? Can you say it after me? My duvet is made from fabrics.

Can you say that? Good, then you are going to write the sentence at the bottom.

Fabrics are mm because.

You're going to say a property.

So fabrics are soft.

Well done.

Fabrics are soft because, and then you can say why they need to be soft, okay? So you're only writing that bottom sentence.

Fabrics are soft because, and tell me why.

Pause the video and do that.

Well done.

So you might have said, "Fabrics are soft because they help us have a really good night's sleep when we have a duvet." Okay, now let's look at these two properties.

We've got opaque and transparent.

So opaque means it blocks the light out, and opaque, sorry, transparent means it lets all the light in.

So glass, like a cup, is transparent.

You can see through it.

Or a window, you can see through it.

But for example, my paper here is not transparent, because you can't see through it.

If I put my face in front of it, you can't see me, because it's opaque.

I would like you to have a think about a pair of glasses that you would wear on your face.

That glass is what? Opaque or transparent.

Opaque or transparent? It's transparent.

Why does it need to be transparent? Could we see through it if it was opaque? No, we wouldn't be able to see through it.

So we need the glass to be transparent so that we can see through it.

So we can see here that the glasses are transparent so we can see out of them.

If they were opaque, we wouldn't be able to see anything if we wore them.

Now again, we're going to write a sentence about some glasses.

So here I've got glasses are made from glass.

Can you say that? Glasses are made from glass.

Your turn.

Good.

You're going to write this sentence down now.

Glass is mm because, so think of what word we use to describe glass.

You might see it somewhere on the screen.

Glass is mm because, and tell me why it needs to be like that.

Pause the video, and do that now.

Well done.

Glass is transparent because we need to be able to see out of them, don't we? Here's our pause point.

How would I describe a wall? Let's have a think.

Would I describe a wall as strong, transparent, or shiny? Hmm, pause the video and have a think, and press play when you're done.

A wall needs to be strong.

Good.

So it doesn't fall down.

So now it's time for the fun bit.

Let's begin our experiment.

So if you have them, you could find, so these are the materials you're going to need today.

Are you ready? But if you don't have them, don't worry, because I'm going to do it so you can watch me.

Even if you have one of these materials, great, that means you can still make one more and keep it safe for next lesson.

So you could use playdough, hay, or straw.

So choose one if you have them.

Twigs or lolly sticks.

Choose one if you have them.

Sugar cubes, plastic bricks, and glue or tape.

So remember, if you have any of these here that you can see, great.

You can go and get them and you can join in today's lesson.

Otherwise, if you don't have them, don't worry.

I'm going to be doing it, and you can watch me do it, okay? So if you need to go and get any of these things, you can pause the video now and go and get them.

Great.

So these are your instructions.

First, you're going to choose a material from each group.

So choose a material from each group.

So it's either hay or straw, twigs or lolly sticks.

And then we've got all the other ones.

Then you are going to build a mini wall using that material.

So you're not going to mix them together.

You're not going to mix lolly sticks and playdough together.

You're not going to do that.

You're going to either make playdough one or a lolly sticks one depending on what materials you have.

Then you're going to use glue or tape to stick them in place if you need to.

And then you're going to keep it safe so that we can use them next lesson, okay? Now, before we get started, we need to think about scientist safety.

Before we do any experiments, whether we're building things or whether we are conducting an experiment, scientists need to stay safe.

They wear gloves to protect their hands sometimes if they're using some special liquid that could hurt their skin, or maybe something hot.

They have goggles to protect their eyes, especially if they're using something that might splash.

And they might wear a lab coat so that they can protect their clothes and the rest of their body from anything that they might be doing.

So today I would like us to wear a lab coat.

So if you've got a white jacket or a shirt, maybe your parents have a white shirt, or your brother and sister have a school shirt, you could put that on, and that could be your lab coat.

Because even if you're not building a wall today and you're watching me do it, I'd still love for you to be involved in the lesson.

So pause the video and go and get a white jacket or a lab coat if you have one.

Great, so now you've got your lab coat on.

Could you help me get my lab coat on with a bit of magic? Because I don't have a lab coat.

But I heard that you're really magical.

Is that right? Okay, so I'm going to need your help.

So I need your help to put on my lab coat.

Do you think you can help me? Great, so what we're going to do, rub our hands together to get the magic going.

Are you ready? Go.

Rub it together.

Get the magic started.

So what we are going to do is we are going to do one big blow like this.

So we're going to push all of that magic towards Ms. Harris.

Are you ready? Are you sure? My lab coat is going to hopefully appear.

Are you ready? 3, 2, 1, go.

It worked.

Oh my goodness.

Look what you did.

You put my lab coat on.

How did you do that? Amazing.

Should we get ready to begin our experiment now? Great.

Now we've got our lab coats on, we are ready to start today's experiment.

So if you have some of the materials, or all of them, you can pause the video and begin building your walls.

Otherwise you can continue and you can watch me build them.

So pause the video and do that now, or continue watching.

Here you can see that I have chosen my materials from each group.

So I've got playdough, straw, wooden lolly sticks, sugar cubes, and plastic bricks.

And you can see here, I've got some LEGO.

I then got some glue and some Sellotape to help me stick my materials together so that I can build a wall using each material.

I'm going to start by using the playdough to make a wall.

So there is my first wall using my playdough.

I've made it as tall as I can.

And that is now ready to keep nice and safe for next lesson.

I'm now going to make a wall using straw.

I'm going to use some Sellotape to help me stick them together.

So you can see that I've used the Sellotape to combine my materials into a wall shape.

Okay.

I'm now going to build a wall using some lolly sticks.

I'm using glue this time to secure them together.

So now I have built my wall using lolly sticks.

I got lots of spare leftover, so I'm just going to put them to one side.

So I've got my lolly stick wall all built.

Now it's time to do my sugar cube wall.

So there is my sugar cube wall all built.

And lastly, I'm going to build my wall using all of the LEGO.

And there is my LEGO wall all built.

So now I've got all of my walls built.

I'm going to keep them safe so that I've got them for next lesson, when we conduct our experiment.

Now, remember you don't have to do all of the walls.

Even if you have one material, that's still good, because you can still participate in the experiment.

If not, don't worry.

If you don't have any of these things, don't worry.

Because you can watch me do the experiment next week.

Did you enjoy watching or completing that experiment? Good, so we've got all of our equipment that we will need for lessons three for when we are going to be doing a rain experiment.

So we're going to see whether our walls will survive some rain that we are going to create.

Now, if you didn't join in today, don't worry, that's okay.

Because again, I'm going to keep my walls nice and safe so that we can use them in our next lesson.

Now we've come to our end of lesson quiz, and you can see Ms. Harris in the donut.

It's time to show off everything that you have learned today.

You've worked really, really hard, and I'm really proud of you.

I hope you have a wonderful rest of your day, and I will see you next time for when we complete our experiment.

Bye.