Waterproof or Absorbent?

Overview

This is lesson 8 of 12 in Materials All Around Us. Students investigate whether everyday materials absorb water or repel it, building on their understanding that objects are made from different materials. They predict, test fairly, observe closely and record evidence using simple words and drawings.

Learning intentions

• We are learning to describe what happens when water touches different materials.
• We are learning to make and check predictions.
• We are learning to compare materials and group them by a shared property.
• We are learning to record observations clearly and safely.

Success criteria

• I can name the material I am testing.
• I can predict whether it will absorb water or repel it.
• I can observe what happens and record it with words or a drawing.
• I can sort materials into absorbent and waterproof or water-repellent groups.

Curriculum links

• Science — Physical Science: Objects are made of different materials.
• Science — Physical Science: Comparing and grouping everyday materials based on shared physical properties.
• Science and engineering practice: asking questions, making predictions, observing, comparing and communicating findings.
• Te Mātaiaho competencies: participating and contributing, thinking, and managing self during a shared investigation.

Lesson structure (45 minutes)

1. 0–5 min · Hook and wonder. Teacher displays a dry paper towel and a plastic wrapper, then asks, “Which one would help keep a toy dry in the rain?” Open with the opening water-drop challenge slide and invite students to think-pair-share. Students share ideas and explain what they notice about each material.

2. 5–11 min · Teach the property. Teacher introduces absorbent as “soaks up water” and waterproof or water-repellent as “does not let water soak in easily”; model placing one drop on paper and plastic without rubbing. Students use gestures for “soak in” and “stay on top”, then help predict what might happen with fabric, foil and cardboard. Clarify that we are testing the material, not whether the whole object is useful.

3. 11–15 min · Model a fair test. Teacher demonstrates one drop of water on each material, using the same-sized drop and waiting the same amount of time before observing. Discuss safe use of water, keeping materials on trays, and not tasting or splashing. Show the recording steps on the fair-test demonstration and instructions slides. Students repeat the sequence orally: predict, drop, wait, observe, record.

4. 15–30 min · Group investigation. Teacher places students in six groups of three, with roles of dropper, observer and recorder; distribute the absorbent-or-waterproof investigation sheet and provide trays containing small pieces of paper towel, fabric, plastic, foil, cardboard and one additional safe material. Students predict, place one drop on each material, wait ten seconds, look closely and record “soaked in”, “stayed on top” or “a little bit”. Rotate roles after every two materials. Teacher circulates, asks “What is your evidence?” and supports groups to use the same amount of water each time.

5. 30–39 min · Compare and group. Teacher gathers groups with their materials and invites them to place each sample under the class headings Absorbent and Waterproof/water-repellent on the floor or board. Students compare results, noticing that some materials may be partly absorbent or behave differently when folded or covered. Use the results discussion slides to ask: “Which materials had water sitting on top?” “Which soaked it up?” and “Did every group get the same result? Why might results differ?”

6. 39–45 min · Plenary and exit check. Teacher revisits the opening question and asks students to complete the final box on the conclusion and drawing section: draw or name one material that would help keep something dry and explain why. Students share one observation with a partner, then two or three students report their evidence to the class. Close with the review and exit-question slide: “How can we tell if a material is absorbent?”

Resources

• the waterproof-or-absorbent investigation slides
• the absorbent-or-waterproof investigation sheet
• Small trays or shallow containers, one per group
• Droppers or teaspoons
• Water in small cups
• Paper towel, fabric, plastic, foil, cardboard and one additional safe material
• Cloths or paper towels for spills
• Floor or board headings: Absorbent and Waterproof/water-repellent

Assessment

• Listen for students using evidence-based language such as “The water soaked in” or “The drop stayed on top”, rather than judging only by appearance.
• Check whether students make a prediction, use a consistent test and record an observation for each material.
• Use the final drawing or sentence to identify whether students can connect a material’s property with keeping something dry.

Differentiation

• Support learners with picture labels, a teacher-modeled example, the sentence frames “I predicted ___ because ___” and “I saw ___”, and a choice of two recording words: soaked in or stayed on top.
• Provide larger material samples, a non-slip tray and a peer or adult scribe for students with fine-motor, writing or sensory needs. Allow students to observe without touching water if required.
• For EAL learners, demonstrate each word with actions and real materials; pair vocabulary with simple drawings and accept oral, drawn or labelled responses.
• Extend thinking by asking students to identify materials that are partly absorbent, suggest a repeat test, or recommend the best material for a raincoat, towel or roof.