Reevy Hill Primary School

Interactive bar



LO: To perform a simple test using everyday materials
Watch the video clip below.
Think about how we can make ice melt. 

Prediction- predict which material will make the ice melt the quickest.


Experiment- making ice melt and recording the results.


You will need:

-some ice

- a bowl

- some cling film

- warm water




Put some hot water in a bowl and place the cling film over the top. Then put the ice on the cling film. Record what is happening at the different time intervals on the table below. 




Now do the same with the salt and the cloth. Record your findings at 5 minutes, 10 minutes etc. 


Once you have carried out the experiment write a sentence about what you found out.


I found out that .... melted the ice the quickest. 


LO: To find out which materials are absorbent

Watch the video clip below.

Can you tell your adult what absorbent and waterproof mean?



You will need:

- cloth, tinfoil, tissue, cardboard, a cup and water


If you don't have these you can watch the video clip below to see the experiment. 


Make a prediction as to which material will be waterproof and which will be absorbent. 

Once you have carried out the test or watched the video. Complete the results table and write a sentence about what you found. 


Results table


LO: To perform a simple test using everyday materials 

Teds problem

We need to carry out a test to see which material will be best for Ted's umbrella. 

Use the materials below or other materials you can find in your house to carry out the test.


You will need to pour water over the materials to see if they soak it up (absorbent) or if the water runs off it (are waterproof).



Now stick the material you choose to use for Ted's umbrella onto the umbrella below. ( Or draw an umbrella yourself and stick it on.)  


Write a sentence about what material you choose and why. E.g I choose the plastic bag for Ted's umbrella because it is waterproof and he will not get wet now. 






Getting to know money

On a mat or tray, place different items all relating to money. These can include: coins, notes, debit/credit cards, till, price tags/labels, receipts, purses/wallets, piggy bank.

  • Can you tell me anything about these things?
  • What have you heard about money?
  • Where do we use money?
  • What does it look like?

Follow this with a discussion about money. Prompts you could ask are:

  • What do we do with money?
  • Why do we need money?

Look closer at the coins and notes. See whether the children recognise any of the coins.


  • Can you find the numbers hiding on the coins?
  • Can they tell those which are worth more than others?

Work together, encouraging your child to take the lead to order the coins from the lowest value to the highest. It might help to draw a number line for your child to refer to.


Extra ideas

Set up or create a role play shop/stall. Make the children a part of ‘opening up’ and organising the shop. They can make signs and price labels. The actual price of items doesn’t need to be accurate but it could provide an opportunity to discuss which items are more expensive than others and to have the price labels reflect this.


Give your child a purse/wallet of money (you can use play money or make your own) to use when they’re in the shop so they have to consider how much money they have when they choose what they want to buy. Some children may need support in selecting the correct coins.

When playing in the shop, encourage the children to compare how much things cost.

Ask questions such as:

  • Why do they cost more?
  • What can you buy lots of?

Playing ‘shop’ is also a great way to model and discuss manners and the importance of saying, ‘please’ and ‘thank you’.

Encourage your child to play independently, using soft toys as customers.