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Introduction
In the unit 'Sorting and using materials' # learnt about the characteristics and uses of a range of common materials and the vocabulary ^ needs for describing and comparing ~ materials. ~ experimental and investigative work focused on * thinking about what ~ was expecting to happen, turning ~ ideas into a form that could be tested and then making ~ own observations and comparisons. The work in this unit provided * with a number of opportunities for using IT to store ~ information and for relating ~ understanding of science to materials found in ~ home.
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Describing
Section 1: Handling different materials

^ was able to use words e.g. hard, shiny, rough to describe ~ materials and objects.
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Senses
Section 2: Identifying materials without looking

^ was able to ask suitable questions about objects.
^ has described materials in terms of ~ senses eg this feels smooth, this rattles when I shake it, I know this is soap because of its smell and feel.
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Materials
Sections 3 - 6
^ is able to name several common materials and describe them using terms e.g. rough, hard, shiny.
^ was able to identify different objects made of the same material and ^ was successful in naming the material used.
^ was able to describe the object had ~ selected e.g. I chose this wooden egg, it's smooth, hard and won't break.

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Grouping
^ has grouped together objects made of the same material and ^ was able to name the material.  
^ is able to identify a common characteristic and make a simple record e.g. grouping and labelling 
# has identified and named the properties of different materials e.g. transparent, bendy, flexible and ^ has then sorted into them into groups on the basis of their properties.
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Magnets
Section 7: Magnetic and non-magnetic objects

^ is able to identify some objects that are attracted to a magnet,
^ was able to predict which objects were attracted to a magnet and ^ could say whether ^ was was right.
^ is able to recognise that objects that are attracted to magnets are made of metal and that not all metal objects are attracted .
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Properties
Section 8: Choosing materials for a purpose

^ has identified several reasons for using a material for a particular purpose eg wood for doors because it is strong, wool for a scarf because it keeps me warm.
^ is able to identify a range of materials and correctly associate them with their properties and uses eg glass, transparent, windows.
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Fabrics
Section 9: Testing fabrics and papers

^ could make a suggestion of what paper for wrapping a parcel should be like.
^ was able to suggest a way of testing the papers appropriate to the characteristic chosen. 


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Waterproof
Section 10: Waterproof materials

^ has recognised that an umbrella would need to be waterproof.
# is able of finding a way of deciding whether a material is waterproof e.g. putting a material on a table, adding a few drops of water and seeing if the table is wet, holding the material over a container and dropping water on it and ^ is also able describe ~ discoveries to others.
^ has used ~ results appropriately e.g. to order materials or to group materials into waterproof and not waterproof materials.
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