Material Properties: Absorbency and Waterproofing

Active learning works for this topic because students need to physically interact with materials to truly grasp differences in absorbency and waterproofing. When children handle samples, test predictions, and observe changes firsthand, the concepts become tangible and memorable rather than abstract.

• Year 1
• Science
• 3 activities
• 15 min–40 min

Learning Objectives

1. Classify common materials as either absorbent or waterproof based on experimental results.
2. Design and conduct a simple experiment to compare the absorbency of different materials.
3. Explain why a specific material is suitable for a particular purpose, such as a towel for drying or a raincoat for protection from rain.
4. Analyze the properties of materials to justify their use in everyday objects like umbrellas or sponges.

Inquiry Circle

⏱ 40 min·Small Groups

Inquiry Circle: The Slime Lab

Students mix cornflour and water to create 'Oobleck'. They investigate how it acts like a solid when squeezed and a liquid when released, discussing how combining two simple materials created something with strange new properties.

Prepare & details

Analyze why a towel is absorbent and a raincoat is waterproof.

Facilitation Tip: During The Slime Lab, remind students to compare the texture and behavior of their slime to the original materials to reinforce the idea of changed properties.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Stations Rotation

⏱ 40 min·Small Groups

Stations Rotation: Change Makers

Stations include: 1. Melting ice, 2. Scrunching/folding paper, 3. Mixing sand and water, 4. Stretching playdough. Students record if the change can be 'undone' (reversed) or if the material is changed forever.

Prepare & details

Design a test to compare the absorbency of different fabrics.

Facilitation Tip: In Change Makers, circulate and ask guiding questions such as 'What do you notice about how the paper towel absorbs water compared to the plastic wrap?' to deepen observations.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Think-Pair-Share

⏱ 15 min·Pairs

Think-Pair-Share: The Chocolate Dilemma

Show a piece of melted chocolate and a solid piece. Ask pairs to discuss what happened and how they could turn the melted chocolate back into a solid. Share ideas about cooling and freezing with the class.

Prepare & details

Justify the choice of material for an umbrella based on its properties.

Facilitation Tip: For The Chocolate Dilemma, provide sentence starters on the board to support students who need help articulating their thoughts during the pair and share phase.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Approach this topic by starting with hands-on explorations before introducing vocabulary or definitions. Let students discover properties through testing, then name the properties together. Avoid rushing to explain; instead, ask questions that guide them to notice patterns, such as 'Why do you think one material soaked up the water while the other didn’t?' Research shows that when students generate explanations themselves, they retain the concepts longer.

What to Expect

Successful learning looks like students confidently explaining why a material is absorbent or waterproof based on its structure and testing results. They should also begin to connect these properties to real-world uses, like choosing materials for specific tasks in their daily lives.

Watch Out for These Misconceptions

Common Misconception

During The Slime Lab, watch for students who think the slime has disappeared or 'melted away' when it turns from a solid to a liquid-like state.

What to Teach Instead

Ask students to weigh their slime before and after mixing to show the mass remains the same, reinforcing that the material is still present even if it looks different.

Common Misconception

During Change Makers, watch for students who believe mixing sand and marbles creates a new material because the colors or textures combine.

What to Teach Instead

Have students separate the sand and marbles back into their original piles to demonstrate that the materials are unchanged, contrasting this with the permanent color change in paint mixtures.

Assessment Ideas

Exit Ticket

After The Slime Lab, provide students with three material samples (e.g., cotton cloth, plastic wrap, paper towel). Ask them to test each with a small amount of water and record on their card: 'Absorbent' or 'Waterproof' for each material, and one reason why.

Discussion Prompt

During The Chocolate Dilemma, present students with a scenario: 'Imagine you are designing a new pet bed. What material would you choose for the outer cover, and why? Would you want it to be absorbent or waterproof?' Facilitate a class discussion on their choices and reasoning.

Quick Check

After Station Rotation: Change Makers, show students pictures of different objects (e.g., a beach towel, an umbrella, a paper napkin, a raincoat). Ask them to hold up a green card if the primary material is absorbent and a red card if it is waterproof. Discuss their answers.

Extensions & Scaffolding

• Challenge early finishers to design a waterproof hat using only materials provided, then test it with a spray bottle.
• Scaffolding for struggling students: Provide a word bank with terms like 'absorbent,' 'waterproof,' 'holes,' and 'sealed' to help them describe their observations.
• Deeper exploration: Invite students to research and present on how scientists use absorbency and waterproofing in creating new materials for sportswear or medical supplies.

Key Vocabulary

Absorbent	A material that can soak up or absorb liquids. Absorbent materials have many small holes or spaces that can hold liquid.
Waterproof	A material that does not allow water to pass through it. Waterproof materials prevent liquids from soaking in.
Material	The substance or substances from which something is made. Examples include fabric, plastic, paper, and wood.
Property	A characteristic of a material that can be observed or measured, such as its absorbency or waterproofness.