Year 1 To sort materials

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This resource includes a fully comprehensive PowerPoint ,worksheets/resources catering to a wide range of abilities, preparation list and a lesson plan.

This is the final lesson a sequence. The lesson can be taught independently without the need for the previous lessons. This lesson can be picked up and taught straight from however is fully editable.

Children will start by using their learning from the prior lesson. Children will start by naming the materials. Children will then be shown a picture of a park. They will give their partner property clues to see if they can identify the object in the picture . These tasks will ensure that children have the key prior learning to fully understand this lesson, provide a useful assessment of learning for the teacher and put the relevant prior learning/vocabulary in the forefront of children’s mind.
Children will learn the definitions of categories and sorting. These will be reinforced throughout. Children will start by discussing what categories they think items have been sorted into. Children’s understanding will be built up from identifying simply categories such as materials sorted by colour to items sorted by absorbency.
Children will complete independent task 1 where they will identify the categories.
Children will then reflect on materials that can be both categories through the example of transparency and plastic. Venn diagrams will be explicitly taught at this point.
After learning about the complexity of fabric, children will use this to complete independent task 2. Sorting materials into waterproof and absorbent. All children will then be given an opportunity to decide on categories to sort materials through the chilli challenge.
Helping hands will be provided for children who need additional support as well as a chilli challenge for both independent tasks.

The chilli challenge should be provided to all learners the ’ differentiation ’ will be based on how children complete the task.

Children will have stem sentences to support oracy and enable children to focus on the science rather than forming a sentence.