Water Wonders Experiment

Learning Overview

Unit: Nature Explorers: Material Discovery
Lesson: 3 of 5
Duration: 30 minutes
Class: Year 1
Subject: Science

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National Curriculum Links (England)

• Key Stage 1 - Science:
  • Plants, Animals, and Materials
  • Working Scientifically
    • Pupils should explore and observe
    • Identify and name common materials and describe their simple physical properties
    • Perform simple tests
    • Gather and record data to help in answering questions

Learning Objective (WALT):
We are learning to observe and compare how different materials absorb water.

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Success Criteria

• I can predict which materials will absorb water the best.
• I can carefully perform a simple experiment with different materials.
• I can observe closely and describe what happens to the materials when water is applied.
• I can record my observations with support in a simple chart.
• I can talk about why materials behave differently.

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Resources

• Small sponges
• Paper towels
• Pieces of cloth (cotton, wool, etc.)
• Small trays or plates
• Water in small clear containers or droppers
• Absorbency recording sheet (dyslexia-friendly format: clear, large font, bullet points, symbols)
• Pencils and crayons
• Visual prompt cards with pictures of materials and water droplets

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Lesson Structure

1. Introduction & Engagement (5 minutes)

• Teacher explains WALT using simple language and revisits previous lessons on materials.
• Show real examples of the materials to the class: sponge, paper towel, cloth. Use visual prompt cards to support understanding.
• Ask children: “Which material do you think will soak up water the best? Why?”
• Use thumbs up/down or simple voting to collect predictions. Encourage them to say one reason each.

2. Demonstrate the Experiment (5 minutes)

• Teacher models dripping a small amount of water onto each material on its tray, showing the process clearly.
• Talk through what is happening: "Look! The sponge is soaking up the water quickly. The cloth is soaking a little bit. The paper towel is soaking too."
• Explain that we will try it ourselves and find out which one is best.

3. Guided Group Activity (15 minutes)

• Children work in small groups (3-4 per group) with materials and water droplets.
• Each child takes turns to drop water on each material.
• They observe carefully, feeling and looking at the material, noticing wetness and how much water is absorbed.
• Teacher supports with questioning:
  • “What do you notice about the sponge? Is it dry or wet now?”
  • “Which material feels the most wet? Which one soaked it up best?”
• Children record their observations on the recording sheet with teacher/TA help as needed (using tick boxes, smiley faces or pictures).
• Use differentiated recording options:
  • Dyslexia-friendly sheets with colours and icons
  • For those needing more support, provide pre-drawn tick boxes or stamp markers to indicate absorbency levels.

4. Plenary & Reflection (5 minutes)

• Gather the class back together and ask groups to share their findings.
• Revisit initial predictions: "Were you right? Why do you think some materials soaked up more water?"
• Summarise key learning points related to absorbency and materials’ properties.
• Link to everyday life: “Where have you seen these materials used? Why do we want some materials to soak up water, like a towel, and some not to, like a raincoat?”

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Differentiation

Learner Type	Strategy
EAL/Lower Language	Use visual aids, gestures, and peer support; simple sentence starters for speaking.
SEN/Dyslexic	Provide dyslexia-friendly sheets: large font, pictures, colours, step-by-step visuals.
Advanced Learners	Challenge to suggest other materials for testing; explain why absorbency differences matter in nature/homes.
Physical/Coordination	Provide adapted droppers or tools for easier water transfer.
Attention/Behaviour	Short task chunks with clear instructions and frequent praise; visual timers for focus.

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Extension Activities

• Explore absorbency outdoors: find and test natural materials (leaves, grass, bark) for water absorption.
• Create a simple chart or poster about the experiment with drawings and labels to share with another class or parents.
• Make “waterproof” art by comparing absorbent vs non-absorbent surfaces with paint and water drops.

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Assessment

• Observe pupils’ predictions and discussions.
• Review recording sheets for engagement and understanding.
• Ask targeted questions to check knowledge of materials and absorbency.
• Collect positive verbal feedback on their ability to explain results in their own words.

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Dyslexia-Friendly Reading Tips for Teacher

• Use clear, sans-serif font (like Comic Sans or Arial).
• Present instructions in short, simple sentences.
• Use bullet points and icons to break up text.
• Provide verbal instructions alongside written prompts.
• Maintain consistent vocabulary throughout the lesson.

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End of Lesson