Year 1 - Science
Transparent and opaque materials: plan and do
Everyday materials
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
This unit focuses on distinguishing objects from the materials they are made of, identifying common materials like wood, plastic, and metal, and describing their physical properties. It involves comparing and grouping materials, performing simple tests, and using observations to answer questions.
Lesson Summary
You will learn to plan and do an investigation to find out about transparent and opaque materials.
Key Notes
- Some materials let all light pass through, these are called transparent materials and you can see through them clearly.
- Some materials do not let light through, these are called opaque materials.
- Scientists plan and carry out simple tests to find out which materials are transparent and opaque.
- The results of an investigation can be recorded in a simple table.
Vocabulary To Learn
- materials: A material is what an object is made from. An object can be made from more than one material.
- light: We can detect light with our eyes in order to see things.
- transparent: Transparent materials are completely see-through.
- opaque: Light cannot pass through objects that are opaque.
- results: The result of a test or enquiry is what happened or what was found out.
Common Mistakes To Avoid
- In comparing the extent of a given property in two materials children may rely purely on observation rather than on active testing.
3 Quick Questions (With Answers)
1. Explain the scientific idea in this lesson using two key points.
Some materials let all light pass through, these are called transparent materials and you can see through them clearly. Some materials do not let light through, these are called opaque materials.
2. Define this scientific word and use it in context. 'materials'
A material is what an object is made from. An object can be made from more than one material. Include the word in a full scientific explanation, not as a single label.
3. Correct this common scientific misunderstanding.
Mistake: In comparing the extent of a given property in two materials children may rely purely on observation rather than on active testing. Correction: Opportunities to test each material to check if their thinking was correct.
More Lessons In This Unit
- Development of new materials (non-statutory) Study Guide
- Everyday objects and materials Study Guide
- Material properties Study Guide
- Materials for recycling (Climate Change & Sustainability) Study Guide
- The 3 Rs (non-statutory - Climate Change & Sustainability) Study Guide
- Transparent and opaque materials: review Study Guide
- Waterproof materials: plan and do Study Guide
- Waterproof materials: review Study Guide
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