Which Material Is Best?

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Enquiry questions

Which material is best for keeping teddy dry?

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Concepts

This study delivers 1 primary concept and 4 secondary concepts.

Primary concept: Object vs Material Distinction (SC-KS1-C024)

Type: Knowledge | Teaching weight: 1/6

The conceptual distinction between an object (a made thing with a function, such as a chair, a bottle, or a window) and the material it is made from (the substance of which it consists, such as wood, glass, or plastic). This is a foundational concept in chemistry that underpins all further study of materials. An object can be made from multiple materials; the same material can be used to make many different objects.

Teaching guidance: Use a 'what is it made of?' routine when handling objects. Deliberately choose objects made from one obvious material first, then introduce objects made from multiple materials. Classroom hunts where pupils label each object and its material(s) are effective. Emphasise the question 'What is it made from?' as distinct from 'What is it?' Key vocabulary: object, material, made from, made of, wood, plastic, glass, metal, contains Common misconceptions: Children frequently name an object when asked what it is made of (e.g., saying 'table' when the material is 'wood'). Some children believe that only man-made things are materials, not natural materials like rock or water.

Differentiation

Model response (Entry): The object is a spoon. It is made from wood.

Model response (Developing): Glass bottle: the object is a bottle, the material is glass. Plastic ruler: the object is a ruler, the material is plastic. Metal coin: the object is a coin, the material is metal.

Model response (Expected): Scissors is an object — something made for a purpose (cutting). It is made from two materials: metal for the blades because metal is hard and sharp, and plastic for the handles because plastic is comfortable to hold and does not hurt your hand. Different parts use different materials because each material has properties suited to that job.

Model response (Greater Depth): Glass can be used to make windows and drinking glasses — because it is transparent and smooth. A bottle could be made from glass or plastic. A glass bottle is heavier but does not change the taste; a plastic bottle is lighter and does not break if you drop it, which is safer for children. The choice depends on what matters most — weight, safety, or keeping the taste.

Secondary concept: Close Observation (SC-KS1-C002)

Type: Skill | Teaching weight: 2/6

The skill of carefully attending to and noticing details about objects, organisms and phenomena. Close observation at KS1 involves using multiple senses (while maintaining safety) and simple equipment such as hand lenses to reveal details not visible to the naked eye. Mastery is shown when pupils can describe what they observe with increasing precision and use observations as evidence.

Differentiation

Secondary concept: Simple Testing (SC-KS1-C003)

Type: Process | Teaching weight: 2/6

Carrying out simple practical investigations to answer scientific questions. At KS1 this includes comparative tests (which of these is best for...?) and observation-based investigations. Pupils begin to understand the idea of keeping things the same (a rudimentary understanding of fair testing) and changing just one thing at a time. Mastery is evident when pupils can carry out a simple test independently and describe what they did and found out.

Differentiation

Secondary concept: Material Identification (SC-KS1-C025)

Type: Knowledge | Teaching weight: 1/6

The ability to recognise and name common everyday materials: wood, plastic, glass, metal, water, rock, brick, paper, cardboard, fabric, elastic and foil. Building a broad vocabulary of material names allows pupils to describe the world with precision and is prerequisite to studying material properties and suitability.

Differentiation

Secondary concept: Material Properties (SC-KS1-C026)

Type: Knowledge | Teaching weight: 2/6

Knowledge and understanding of the physical properties of common materials expressed through paired descriptors: hard/soft, stretchy/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent, opaque/transparent. Pupils test and describe properties of materials through direct sensory investigation and simple tests. Mastery involves accurately describing a material's properties using scientific vocabulary.

Differentiation

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Thinking lens: Patterns (primary)

Key question: What patterns can I notice here, and what do they allow me to predict? Why this lens fits: Data from repeated investigations reveals patterns that allow pupils to generalise their findings beyond the specific test conditions. Question stems for KS1:

What is the same about these?

What is different?

What comes next?

Can you sort these into groups?

Secondary lens: Cause and Effect — Fair testing and investigations are designed to isolate variables and establish causal relationships — the cognitive demand is reasoning from controlled evidence to causal claims.

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Session structure: Fair Test

Fair Test

The classic scientific enquiry: formulating a testable question, making a prediction based on scientific understanding, designing a method that controls variables, collecting and recording data systematically, analysing results, and drawing a conclusion linked back to the original hypothesis.

question → hypothesis → method → data_collection → analysis → conclusion Assessment: Structured scientific report including question, hypothesis with reasoning, method with variables identified, results table/graph, and conclusion evaluating whether results support the hypothesis. Teacher note: Use the FAIR TEST template: start with a simple question that children can investigate by changing one thing and seeing what happens. Help them predict what they think will happen using 'I think... because...' sentences. Guide them to observe carefully using their senses, and talk about what they found out. Keep tests hands-on with everyday materials. KS1 question stems:

What do you think will happen? Why?

What did you change? What did you keep the same?

What did you find out?

Was your guess right? What surprised you?

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Variables

Independent: type of material Dependent: amount of water passing through Controlled: amount of water, size of material

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Equipment and safety

Equipment:

material samples (fabric, plastic bag, foil, paper, card, cling film)

small teddy bear or toy

water spray bottle or watering can

measuring spoon

paper towels

Safety notes: Mop up water spills promptly to prevent slipping. Ensure glass samples are not used for the waterproof test. Supervise water pouring to avoid flooding the table. (Hazard level: low)

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Expected outcome

Children discover that different materials have different properties (waterproof, absorbent, flexible, strong) that make them suitable for different purposes. Plastic and foil keep teddy dry because they are waterproof; paper and fabric let water through because they are absorbent.

Recording format: simple tables, verbal descriptions

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Enquiry type

Fair Test

A controlled investigation where one variable is deliberately changed while all others are kept the same, to determine whether the changed variable has an effect on a measured outcome. The gold-standard enquiry type for causal questions in science.

Question stems:

How does [independent variable] affect [dependent variable]?

Does changing [variable] make a difference to [outcome]?

What is the relationship between [variable A] and [variable B]?

Teacher scaffold:

What will you change? (independent variable)

What will you measure or observe? (dependent variable)

What will you keep the same? (controlled variables)

What do you predict will happen? Why?

Was your prediction correct? What does the evidence show?

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Why this study matters

This is the most widely taught KS1 fair test because the context is immediately meaningful (keeping teddy dry), the variables are tangible, and the results are visible and dramatic. Children can see and feel the difference between waterproof and absorbent materials, making the abstract concept of material properties concrete. The investigation builds early fair testing skills: changing one thing, observing the result, and comparing materials systematically.

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Pitfalls to avoid

Children pour different amounts of water on each material, making comparison unfair — agree a standard amount before starting

Pupils focus only on waterproofness and miss other material properties (strength, flexibility) — discuss why plastic bags are waterproof but not strong enough for some purposes

Recording is verbal only and not captured — provide a simple table with material names pre-printed so children tick or draw results

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Cross-curricular opportunities

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Working scientifically skills (KS1)

These disciplinary skills should be woven through teaching, not taught in isolation:

Asking questions — Posing simple questions about observations and recognising that different types of question require different approaches to find an answer, including tests, observations over time, and looking in books.

Identifying and classifying — Sorting and grouping objects, organisms or materials according to their observable characteristics, recognising that things can be classified in more than one way depending on which features are selected.

Evaluating evidence and understanding scientific knowledge development — Critically evaluating data for random and systematic error, and understanding how scientific methods and theories evolve as new evidence emerges — including the roles of publication, peer review and replication in establishing trustworthy scientific knowledge.

Recording data in varied formats — Presenting collected data and results in an appropriate range of formats — including scientific diagrams, labelled drawings, classification keys, tables, bar charts, line graphs and scatter graphs — selecting the format suited to the type of data.

Making systematic observations and measurements — Conducting careful, methodical observations and taking accurate measurements using standard units and a range of scientific equipment, including thermometers and data loggers, with Upper KS2 pupils also taking repeat readings to improve reliability.

Interpreting data and identifying patterns — Analysing observations and quantitative data to identify trends, correlations and patterns, and using these findings to draw evidence-based conclusions that go beyond a simple restatement of the results.

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Vocabulary word mat

Prior knowledge (retrieval plan)

Pupils should already know the following from earlier units:

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Scaffolding and inclusion (Y1)

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Access and Inclusion

Likely barriers

This study has high demands on: Multi-Step Instruction Demand (Simple testing requires following a sequence: formulate a question, set up equipment, keep conditions fair, make observations, record findings. Even 'simple' investigations have 4-5 sequential steps that must be completed in order.), Vocabulary Novelty (Material properties introduces many paired descriptors simultaneously: hard/soft, stretchy/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent, opaque/transparent. That is 16 vocabulary items in one topic.).

Moderate demands on: Fine Motor Output Demand (Practical investigations require manipulating equipment: pouring water, positioning objects, using hand lenses, handling specimens. Children with fine motor difficulties may struggle with the physical execution of investigations.), Sensory Stimulation Load (Testing material properties involves handling multiple textures, surfaces and substances. Children with tactile defensiveness or sensory processing difficulties may find the multi-texture exploration distressing.), Sustained Attention Demand (Close observation requires maintaining focused visual attention on a specimen or phenomenon for an extended period, noticing details rather than making quick judgements. Children with ADHD may observe briefly but miss the details that emerge from sustained looking.), Abstractness Without Concrete Anchor (The distinction between an object and a material is a fundamental conceptual abstraction — separating 'what something is' from 'what something is made of'. Young children naturally think in terms of objects; materials thinking is a taught scientific perspective.).

Universal supports

Apply by default for all learners:

Visual Supports — Providing visual representations alongside or instead of verbal/written information: icons, diagrams, picture cues, symbol-supported text, visual timetables, and graphic organisers. Visual supports make abstract information concrete and persistent (the child can refer back to them), reducing reliance on auditory processing and transient memory.

Chunked Instructions — Breaking multi-step instructions into individual steps, presented one at a time with visual numbering. The child completes each step before the next is revealed. This reduces working memory load and prevents the common pattern where a child hears a 4-step instruction, begins step 1, and by the time they finish has forgotten steps 2-4.

Calm / Low-Stimulation Mode — A presentation mode that removes or minimises sensory stimulation: no animations, no sound effects, no gamification elements, no time pressure visuals, muted colour palette, and minimal transitions. Essential for children with sensory processing difficulties, autism, or anxiety, for whom standard 'engaging' design features are actively distressing.

Reduced Visual Clutter — Simplifying the visual layout of materials: fewer items per screen, larger font, more white space, reduced decorative elements, high-contrast colour scheme, and clear visual hierarchy. This is not 'dumbing down' — it is removing visual noise that interferes with cognitive processing.

Vocabulary Pre-Teaching — Explicitly teaching key vocabulary before the main lesson begins, so that unfamiliar terms do not block access to the concept. Pre-teaching uses the define-show-use-check pattern: define the word simply, show it in context with visual support, use it in a sentence, then check the child can use it themselves. Typically targets 2-4 key words per session.

Extended Processing Time — Allowing the child more time to process information and formulate responses without any time pressure or implied urgency. This is not 'extra time' in the exam access arrangement sense — it is the removal of time constraints that have no pedagogical justification. Processing speed varies naturally across children; slower processing does not indicate lower understanding.

Targeted options

Alternative Response Mode — Allowing the child to demonstrate their understanding through a different output modality than the one assumed by the task. For example: verbal instead of written, drag-and-drop instead of handwriting, drawing instead of writing, voice recording instead of typing. The key principle is that the response mode should not prevent the child from showing what they know. (targets: Fine Motor Output Demand)

Worked Example First — Showing a fully worked example of the type of task the child will be asked to complete before they attempt their own. The worked example is annotated to show the thinking process, not just the answer. This reduces the cognitive load of figuring out both WHAT to do and HOW to do it simultaneously. Particularly effective for procedural tasks in maths and structured writing in English. (targets: Multi-Step Instruction Demand, Abstractness Without Concrete Anchor)

Task Breakdown with Visual Checklist — Providing a visual checklist that decomposes a complex task into discrete, checkable sub-tasks. The child ticks off each element as they complete it, providing a sense of progress and reducing the overwhelm of a large task. This goes beyond chunked instructions (SS-01) by showing the whole task overview with completion tracking. (targets: Multi-Step Instruction Demand, Sustained Attention Demand)

Predictable Session Structure — Using a consistent, predictable sequence of activities within every learning session so the child knows what to expect. A predictable structure reduces anxiety about the unknown, supports children who struggle with transitions, and allows the child to allocate their cognitive resources to learning rather than to managing uncertainty. The structure should be visual, persistent, and identical in format across sessions. (targets: Sensory Stimulation Load, Sustained Attention Demand)

Micro-Breaks — Scheduled brief pauses within a session, built into the task flow rather than requiring the child to self-regulate. Micro-breaks of 30-90 seconds occur at natural break points (between task sections, after a challenging question). They may include a simple breathing prompt, a brief stretch, or simply a pause screen. These are preventative — they reduce fatigue before it becomes shutdown. (targets: Sensory Stimulation Load, Sustained Attention Demand)

Simplified Language Wrapper — Rewriting task instructions, questions, and explanations using simpler sentence structures, shorter sentences, and more common vocabulary — while preserving the full complexity of the underlying concept. The mathematical, scientific, or literary idea is not simplified; only the language surrounding it is made more accessible. This requires careful judgement about which words are domain-essential (keep) versus incidental complexity (simplify). (targets: Vocabulary Novelty)

Word Bank — Providing a curated set of words the child may need during a writing or response task, displayed persistently on screen. This offloads spelling from working memory, allowing the child to focus on content, sentence structure, and ideas. The word bank contains domain-specific vocabulary, connectives, and high-frequency words the child is known to struggle with. (targets: Vocabulary Novelty)

Adaptive Difficulty Stepping — Using the DifficultyLevel data to present tasks at a level matched to the child's current attainment, stepping up only when the child demonstrates readiness. For a child working at 'entry' level while peers are at 'expected', this means presenting entry-level tasks with the option to progress — never assuming the child should start where their year group expects. The DifficultyLevel descriptions, example_tasks, and common_errors drive the adaptive presentation. (targets: Abstractness Without Concrete Anchor)

Concrete Manipulatives (Extended) — Maintaining access to physical or on-screen manipulatives beyond the point where the curriculum typically moves to pictorial or abstract representation. Some children with dyscalculia or learning difficulties need to remain at the concrete stage significantly longer than their peers. This is a pedagogically valid position — concrete understanding IS mathematical understanding, not a lesser version of it. (targets: Abstractness Without Concrete Anchor)

Use with caution

Alternative Response Mode — construct risk: conditional. Unsafe when assessing: fine_motor_output_demand, handwriting_copying_load

Simplified Language Wrapper — construct risk: conditional. Unsafe when assessing: language_load

Word Bank — construct risk: conditional. Unsafe when assessing: vocabulary_novelty

Extended Processing Time — construct risk: conditional. Unsafe when assessing: time_pressure

Concrete Manipulatives (Extended) — construct risk: conditional. Unsafe when assessing: abstractness_without_concrete_anchor

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Knowledge organiser

Key terms:

material

waterproof

absorbent

strong

flexible

suitable

test

compare

Core facts (expected standard):

Object vs Material Distinction: Explaining the difference between an object and a material, and recognising that a single object can be made from more than one material.

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Graph context

Node type: ScienceEnquiry | Study ID: SE-KS1-006 Concept IDs:

SC-KS1-C024: Object vs Material Distinction (primary)

SC-KS1-C002: Close Observation

SC-KS1-C003: Simple Testing

SC-KS1-C025: Material Identification

SC-KS1-C026: Material Properties

Cypher query:

``cypher

MATCH (ts:ScienceEnquiry {enquiry_id: 'SE-KS1-006'})

-[:DELIVERS_VIA]->(c:Concept)

-[:HAS_DIFFICULTY_LEVEL]->(dl)

RETURN c.name, dl.label, dl.description

``

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Generated from the UK Curriculum Knowledge Graph — zero LLM generation.