Water Absorbency Experiment

Overview

Unit: Nature Explorers: Material Discovery
Lesson: 3 of 5
Duration: 30 minutes
Class: Year 1 (ages 5-6)
Subject: Science
Topic: Testing absorbency of different materials

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National Curriculum Links

This lesson aligns with the Key Stage 1 Science Programme of Study (Years 1 and 2) under:

• Working scientifically: Asking simple questions and recognising that they can be answered in different ways.
• Everyday materials: Identify and compare the suitability of a variety of everyday materials, including wood, plastic, glass, metal, water, and rock for particular uses.
• Scientific enquiry and investigative skills: Observe closely, using simple equipment; perform simple tests; gather and record data.

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Learning Objectives (WALT)

• WALT predict which materials absorb water best.
• WALT conduct a simple absorbency experiment using everyday materials.
• WALT observe and record how different materials absorb water.
• WALT use simple scientific vocabulary to describe what happens.

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Success Criteria

• I can say what I think will happen before the test (make a prediction).
• I can test different materials by putting water on them.
• I can notice and talk about which materials soak up the most water.
• I can draw or write what I see during the test.

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Resources Needed

• Small containers or trays for water
• Measuring spoons or droppers for water
• Materials to test: sponge, paper towel, cloth, cotton wool, cardboard
• White paper or recording sheets with simple tables for drawings/marks (dyslexia-friendly fonts like Comic Sans or OpenDyslexic, and large spacing)
• Felt tip pens or pencils
• Towels or wipes for spills

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Lesson Structure

1. Introduction (5 minutes)

• Recap previous lessons about materials and their properties, linking to how materials can hold or not hold water.
• Show materials to class one by one. Ask: “Which of these do you think will soak up water best? Why?”
• Introduce the experiment as “Water Wonders: Absorbency Experiment”. Explain: Today we are going to find out which materials soak up the most water!

2. Prediction (5 minutes)

• Each child chooses one material they want to predict about.
• Model making a prediction sentence: “I think the sponge will soak up the most water because it is soft and squishy.”
• Children either draw a picture or write a simple sentence to record their prediction (use word banks or sentence starters for dyslexic learners).

3. Experiment (15 minutes)

• Demonstrate how to carefully add the same amount of water to each material using a spoon or dropper.
• Children work individually or in pairs (according to school policy) to test the materials.
• Encourage them to observe: “What happens to the water? Does it sit on top or disappear inside?”
• Children record their observations by drawing or marking on their recording sheet next to each material.
• Teacher circulates, asking open-ended questions to encourage scientific thinking: “What do you notice? Which one changed the most?”

4. Review and Discuss (5 minutes)

• Group discussion on what was observed. Which materials absorbed the most or least?
• Teacher helps children use scientific vocabulary: absorb, soak up, dry, wet, materials.
• Reflect if predictions were correct and why.

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Differentiation

Learner Type	Strategy
EAL / Lower Literacy	Use visual aids and word banks; model sentence structure; pair work with confident peers.
Dyslexic learners	Dyslexia-friendly fonts and layouts; use symbols or pictures; verbal responses if writing is difficult.
SEN / Additional Needs	Provide 1:1 adult support for handling materials and recording; simplify recording task to drawing only.
Advanced learners	Encourage explanation for predictions; compare with other properties of materials; measure water volume absorbed using simple containers.

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Extension Activities

• Challenge children to find other materials at home or school to test absorbency and bring back their findings.
• Explore why some materials absorb water well and others do not – introduce vocabulary like waterproof.
• Introduce simple charts to compare absorbency levels using smiley faces or stars.

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Assessment Opportunities

• Observe participation and engagement during the prediction and testing phases.
• Review children’s recordings for understanding of predictions and observation descriptions.
• Use questioning to assess scientific vocabulary and reasoning.

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Dyslexia-Friendly Notes

• Present instructions orally and visually.
• Use clear, simple language and short sentences on worksheets.
• Incorporate illustrations for each step of the task.
• Provide coloured overlays or paper if needed.
• Allow alternative ways to communicate answers such as drawing or verbal explanations.

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Reflection for Teacher

• Did children understand the purpose of making a prediction?
• Were they able to carry out the test safely and carefully?
• Did the discussion encourage scientific thinking and use of key vocabulary?
• How well did differentiation support all learners?
• Plan to build on this by connecting absorbency to everyday uses of materials in next lessons.

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This engaging, hands-on investigation encourages Year 1 learners to actively explore and understand material properties in line with the national curriculum, fostering curiosity and foundational scientific skills.