What Things Are Made Of: a full term of science
Ten ready-to-teach lessons for Foundation Chemical sciences. Print this pack and the term is prepared: every lesson comes with a step-by-step plan, the questions to ask, student worksheets, cut-out cards, an assessment kit and every answer.
Start here: five minutes to Monday
- Skim the term at a glance on the next page.
- Print the lesson you need. Each lesson is three A4 sheets: plan, worksheet, cards or tickets.
- Gather the few everyday items under “You need” on the plan. Nothing needs a science cupboard.
- Open the free interactive unit on your board or projector. Every plan tells you which picture to show and when.
- Teach straight from the plan. Timings, talk prompts, misconceptions and answers are all on the one page.
No science background needed
This pack is written for the busy generalist teacher. Each plan explains the science idea in plain words, lists the ideas young children bring, and gives model answers, so you can walk in and teach it even if science was never your subject.
Two ways to run each lesson
Every lesson works as one 45-minute block, or as two short sessions. The split point is marked in every plan. Ten lessons fill a weekly science slot for a whole term, or up to twenty shorter sessions if your timetable runs small blocks.
The term at a glance
One lesson a week for a term. Each lesson stands on the ones before it, so run them in order where you can.
| # | Lesson | Children learn and do | You need (in short) |
|---|---|---|---|
| 1 | Made of something | See that every object is made of a material, and name the object and the stuff | A tray of classroom objects |
| 2 | Naming materials | Name common materials: metal, plastic, glass, wood, paper, fabric | A tray of objects, sorting mats |
| 3 | Sort by material | Sort a pile of objects into material groups | Object cards from this pack |
| 4 | Hard or soft | Press things and sort them into hard and soft | A sponge, a block, a rubber, a spoon |
| 5 | Bendy or stiff | Bend things and sort them into bendy and stiff | A ruler, a straw, a stick, a pipe cleaner |
| 6 | See-through or not | Look through things and sort them into see-through and not | Clear plastic, paper, foil, a bottle |
| 7 | Smooth or rough | Feel things and sort them into smooth and rough | Sandpaper, foil, a stone, a cloth |
| 8 | The right material | Match a material to a job by the property the job needs | Job cards from this pack |
| 9 | Same shape, new material | See two things of the same shape made of different materials | A metal spoon and a plastic spoon |
| 10 | Show what we know | Make a material museum, then the final check | A collecting table of everyday things |
How the sequence builds
Lesson 1 shows that every object is made of a material. Lesson 2 names the common materials and Lesson 3 sorts by them. Lessons 4 to 7 work through the observable properties one at a time: hard or soft, bendy or stiff, see-through or not, smooth or rough. Lesson 8 matches a material to a job by its property, Lesson 9 shows the same shape in a new material, and Lesson 10 is the making task and final check.
Curriculum links (Australian Curriculum V9)
The whole term teaches the Science Understanding descriptor AC9SFU03 quoted on the cover. The lessons also work these Science Inquiry and Human Endeavour descriptors:
Assessment in this pack
- Every plan ends with “Answers and look-fors”: what meeting the idea sounds like in a Foundation voice.
- The assessment sheet near the front has a class observation checklist and a three-level rubric.
- Lesson 10 is the summative pair: a material museum plus the “Show what we know” check sheet.
Materials for the whole term
One gathering session covers all ten lessons. Everything on this page is an everyday item; nothing needs a science cupboard.
| Lesson | You need |
|---|---|
| 1 | a tray of small everyday objects: a spoon, a cup, a book, a sock, a bottle, a wooden peg |
| 2 | the same tray, plus six sorting mats labelled metal, plastic, glass, wood, paper, fabric |
| 3 | the object cards (Lesson 3 sheet), one set per table, cut out ahead or by fast finishers |
| 4 | a sponge, a wooden block, a rubber, a metal spoon, a soft toy: things clearly hard or soft |
| 5 | a plastic ruler, a drinking straw, a craft stick, a pipe cleaner, a pencil: things bendy or stiff |
| 6 | a clear plastic sleeve, a sheet of paper, foil, a clear bottle, a tissue: things see-through or not |
| 7 | sandpaper or a rough tile, foil, a smooth stone, a cloth, a bumpy mat: things smooth or rough |
| 8 | the job cards from this pack; optional real props: a plastic bag, a wooden spoon, a glass jar |
| 9 | a metal spoon and a plastic spoon of a similar shape; optional paper and plastic cups |
| 10 | a collecting table of everyday things from home and class; large paper or space to lay out |
The one-trip list
- From the classroom: scissors, glue, big paper, a spoon, a cup, a book, a ruler, a straw, paper, foil.
- From home donations: a sponge, a rubber, a pipe cleaner, a clear bottle, a sock, a wooden peg, a smooth stone.
- Handy but optional: a scrap of sandpaper or a rough tile, a clear plastic sleeve, a plastic spoon.
Safety in one look
- Use a clear plastic bottle, never real glass, for the see-through tests.
- Nothing sharp; keep edges of foil and card away from little hands.
- Look and feel gently. Nothing goes in mouths.
- Wash hands after the feel-it lessons.
- Sandpaper is for one careful rub, not for skin.
Assessment without extra work
The term assesses itself. Every lesson plan ends with answers and look-fors, and Lesson 10 is the summative pair: the material museum plus the check sheet. This sheet is the place to jot down what you notice along the way.
The three levels
| Idea | Working towards | At standard | Beyond |
|---|---|---|---|
| Object and material | names the object but not the material | says the object and the material it is made of | notices an object made of more than one material |
| Naming materials | names one or two materials with help | names metal, plastic, glass, wood, paper, fabric | names extras like rubber or clay unprompted |
| Describing properties | shows a property but struggles to name it | names hard, soft, bendy, stiff, see-through, smooth, rough | uses two properties to describe one material |
| Material for a job | guesses with help | matches a material to a job by its property | explains why the property suits the job |
Class observation checklist
| Name | Object and material | Names materials | Names properties | Matches to a job | Science words |
|---|---|---|---|---|---|
A tick a lesson is plenty; the Lesson 10 check sheet fills the gaps.
Word wall cards
Cut out the cards and build the wall as the words arrive. Lesson 1 starts the wall with material and object; add the property words as the lessons land.
the stuff a thing is made of
a thing we can hold or see
a hard, shiny material
a light material, often bendy
a see-through material
a hard material from trees
a thin material we can write on
a soft material for clothes
something we can see or feel
does not press in
presses in easily
changes shape when pushed
stays straight
we can see through it
feels flat, not bumpy
feels bumpy
Dear families
This term in science, our class looks closely at what things are made of. We find that every object is made of a material, and we describe each material by looking and feeling: hard or soft, bendy or stiff, see-through or not, smooth or rough.
Every lesson points to one big idea: objects are made of materials, and materials have properties we can observe. Knowing the properties helps us choose the right material for a job. Your child will practise naming materials and properties all term.
Try this at home
- Pick something up and ask: what is this made of? How does it feel?
- Sort the recycling by material: metal, plastic, glass, paper.
- Find something see-through, something bendy and something rough.
- Ask why a raincoat is plastic and a window is glass.
What to ask your scientist
- What material was it made of?
- What did it feel like: hard, soft, bendy, rough?
- Why is that material good for the job?
A small safety note: we use clear plastic instead of real glass in class, and we look and feel gently rather than taste.
Warm regards,
The Foundation team
Printed from the free seegongsik What Things Are Made Of teaching pack · seegongsik.com/au/foundation/chemical/AC9SFU03/pack
Made of something
Children see that every object is made of a material, and learn to say two things about a thing: what it is, and what it is made of. This lesson lays the ground for the term: you cannot describe materials until the class can tell the object from the stuff.
We are learning to
- see that every object is made of a material,
- name the object and the material it is made of,
- use the word material for the stuff a thing is made of.
Success criteria
- I can name an object.
- I can say the material it is made of.
You need
- a tray of small everyday objects: a spoon, a cup, a book, a sock, a bottle, a wooden peg,
- a cloth bag to hide one object in for the warm-up,
- the worksheet (next sheet), one per child,
- the exit tickets (third sheet), cut out ahead or by fast finishers.
Lesson flow (about 45 minutes)
| 5 min | Mystery bag Pass one object around inside a cloth bag. Children feel it without looking. Ask: “What do you think it is? What do you think it is made of?” |
| 10 min | Thing and stuff Hold up each object. Model the two words: the spoon is the thing, metal is the material. Ask: “This is a cup. That is the thing. What is the stuff it is made of?” |
| 15 min | Object hunt Children hunt the classroom and record on the worksheet: name an object and the material it is made of. |
| 10 min | Two spoons Show a metal spoon and a plastic spoon. Same thing, different material. Ask: “Both are spoons. So what is different about them?” |
| 5 min | Exit ticket Each child takes a ticket, names the material, and hands it to you on the way out. |
Running two short sessions instead? End Session A after Thing and stuff. Start Session B by naming three objects and their materials, then go on to the Object hunt.
Watch for these ideas
- “It is made of spoon.” The object and the material are tangled. Keep modelling the two words, thing and stuff.
- “It is made of shop” or “of a tree.” Steer back to the material we can name now: metal, wood, plastic.
- Some things are made of more than one material (a pencil). Celebrate the noticing and name both parts.
Make it easier, make it bigger
- Easier: give a choice of two materials for each object, and the child picks.
- Bigger: find an object made of two materials and name both.
Answers and look-fors
- A spoon is made of metal. A window is made of glass. A jumper is made of fabric (wool).
- Hunt finds vary. Look for the material named, not the object: “the cup is plastic” meets the goal.
- Exit tickets: spoon metal, cup plastic, window glass, book paper, sock fabric, chair wood are all fine.
Object hunt
Find things in your room. Name the object, then write or draw the material it is made of.
| Object | Made of (write or draw) |
|---|---|
| A spoon | |
| A window | |
| My jumper | |
What is it made of?
Cut out the tickets. Each child names the material the object is made of, then hands it in.
It is made of
It is made of
It is made of
It is made of
It is made of
It is made of
Teacher note: use the tickets as a quick check. A named material for each object shows the child has the big idea.
Naming materials
The class already knows an object is made of a material. Now children learn the names of the common materials and say the material an object is made of. The six words this term are metal, plastic, glass, wood, paper and fabric.
We are learning to
- name the common materials: metal, plastic, glass, wood, paper, fabric,
- match an object to the material it is made of.
Success criteria
- I can name six materials.
- I can say the material of an object.
You need
- a tray of everyday objects to name the material of,
- six sorting mats labelled metal, plastic, glass, wood, paper and fabric,
- the worksheet (next sheet), one per child,
- the material-word cards (third sheet), cut out to use as mat labels.
Lesson flow (about 45 minutes)
| 5 min | Object and material Hold up a spoon. Recall the two words from last lesson: the thing and the stuff. Ask: “This is the object. What is the material it is made of?” |
| 12 min | Say the six Show one object for each material and say the word together: metal, plastic, glass, wood, paper, fabric. Lay each material-word card on its sorting mat. Ask: “Everyone say it with me: this jumper is made of fabric.” |
| 10 min | Quick match Hand out tray objects. Each child carries an object to the mat for the material it is made of and names it out loud. |
| 13 min | Worksheet Children match each object to its material on the worksheet, writing or drawing the material. |
| 5 min | Two materials Show an object made of two materials, like a pencil. Same object, two materials. Ask: “This pencil is made of wood and metal. Can you name both?” |
Running two short sessions instead? End Session A after Say the six. Start Session B by naming the six materials again with the cards, then go on to the Quick match.
Watch for these ideas
- “It is plastic.” said for anything smooth or shiny. Compare a plastic cup with a metal spoon, both smooth, but different materials.
- Not knowing fabric is a material. Point to a jumper and a sock: the soft stuff we wear is fabric.
- Thinking paper and card are different materials. Both are paper, one is just thicker.
Make it easier, make it bigger
- Easier: give a choice of two materials for each object, and the child picks.
- Bigger: find an object made of two materials and name both.
Answers and look-fors
- Worksheet: spoon metal, window glass, book paper, jumper fabric, cup plastic.
- Look for a correctly named material, not the object: “the cup is plastic” meets the goal.
- Six materials are metal, plastic, glass, wood, paper and fabric.
What is it made of?
Look at each object. Write or draw the material it is made of.
| Object | Material (write or draw) |
|---|---|
| spoon | |
| window | |
| book | |
| jumper | |
| cup |
Material words
Cut out the cards. Use them as labels for the sorting mats. Blank cards are for a new material you find.
like a spoon
like a cup
like a window
like a chair
like a book
like a jumper
a new material
a new material
a new material
Teacher note: lay each card on its sorting mat before the Quick match. The six words are the material names we use all term.
Sort by material
Some objects are made of the same material, so we can put them in groups: all the wooden things together, all the glass things together. Children sort a pile of objects into material groups and say what each group shares. Sorting turns a jumble of things into a few clear materials.
We are learning to
- sort objects into material groups,
- say the material each group shares,
- label a group with its material.
Success criteria
- I can sort objects by material.
- I can label a group with its material.
You need
- the object cards (third sheet), cut out ahead or by fast finishers,
- the sorting mats from Lesson 2, one set per group,
- the worksheet (next sheet), one per child.
Lesson flow (about 45 minutes)
| 5 min | Recall the six Together, name the six materials: metal, plastic, glass, wood, fabric, paper. Ask: “Which materials do we know? Point to one thing made of each.” |
| 15 min | Sort the cards Groups sort the object cards onto the material mats. Every card lands on the mat for the stuff it is made of. |
| 10 min | Check the tricky ones Talk through the hard cards. A pencil is wood and graphite; a drink bottle is plastic. Park a two-material thing between two mats. Ask: “This one is made of two materials. Where should it go?” |
| 10 min | Worksheet Children write each object from the list into its material group box, then finish the sentence. |
| 5 min | Share the groups Each group reads out one material and the things they put in it. |
Running two short sessions instead? End Session A after Sort the cards. Start Session B by naming the four groups and one thing in each, then check the tricky ones.
Watch for these ideas
- Sorting by colour or size instead of material. Ask what the thing is made of, not what it looks like.
- A thing made of more than one material muddles the sort. Park it between the mats and name both parts.
- Calling shiny plastic “metal.” Shine is not the test; tap it and feel the weight, then name the stuff.
Make it easier, make it bigger
- Easier: sort only three groups (metal, plastic, wood) with the clearest cards.
- Bigger: add a spare mat for things made of two materials and explain each one.
Answers and look-fors
- Metal: spoon, key, foil tray. Plastic: cup, plastic bottle, ruler.
- Glass: window, glass jar. Wood: chair, wooden peg.
- Book is paper and sock is fabric, so they go to the spare mats. Look for a material-based sort with a label.
Sort by material
Write each object into the group for the material it is made of.
| metal | plastic | glass | wood |
|---|---|---|---|
Object cards
Cut out the cards. Sort them onto the material mats. Say the material each group shares.
Teacher note: a couple of cards are tricky. A book is paper and a sock is fabric, so they go to spare mats.
Hard or soft
A property is something we can see or feel about a material. Children meet their first property and learn to test it: we test hardness by pressing. A hard thing does not press in, a soft thing presses in easily. This gives the class a fair test they can repeat.
We are learning to
- test things by pressing on them,
- sort things into hard and soft,
- use the words hard and soft as properties.
Success criteria
- I can press to test a thing.
- I can sort things into hard and soft.
You need
- a set to press: a sponge, a wooden block, a rubber, a metal spoon, a soft toy,
- a stone and a few more everyday things to sort,
- the worksheet (next sheet), one per child,
- the property cards (third sheet), cut out ahead or by fast finishers.
Lesson flow (about 45 minutes)
| 5 min | Press two Press a sponge, then press a wooden block. One presses in, one does not. Ask: “What happened when you pressed each one? Which one pressed in?” |
| 10 min | Test and sort Press each thing in the set. Sort them into a hard pile and a soft pile. Ask: “Press it gently. Does it press in, or does it stay the same?” |
| 10 min | Why they go there Talk about the two piles: a hard thing stays the same, a soft thing squashes. Ask: “Why is the spoon hard? Why is the sponge soft?” |
| 15 min | Worksheet Children guess first, then press to test, and sort the things into hard and soft on the worksheet. |
| 5 min | A surprising one Each child shares one thing that surprised them, and says the property word: it was hard, or it was soft. |
Running two short sessions instead? End Session A after Test and sort. Start Session B by pressing two clear things again, then go on to Why they go there.
Watch for these ideas
- “The big one is harder.” Bigger is not harder. Press a small stone and a big sponge to show it.
- “It is soft because it is light.” Light is not the test. Steer back to pressing: does it press in?
- Pressing so hard a soft thing tears. Model a gentle press and look after the soft things.
Make it easier, make it bigger
- Easier: give two piles started with one thing each, and the child adds the rest.
- Bigger: find a thing that is a bit hard and a bit soft, and say what you notice.
Answers and look-fors
- Hard: spoon, block, stone. Soft: sponge, rubber (it bends and squashes), toy.
- Look for pressing as the test, not guessing by size or weight.
- Look for a property word used: this is hard, this is soft.
Hard or soft
Press each thing to test it. Write or draw it under Hard or under Soft.
| Hard | Soft |
|---|---|
Things to sort: spoon, sponge, block, rubber, toy, stone.
| Thing | My guess | After I press |
|---|---|---|
| A spoon | ||
| A sponge | ||
| A stone |
Hard and soft
Cut out the two big cards and the small tickets. Press each thing, then place its ticket under the “hard” card or the “soft” card.
Place things here
Place things here
hard or soft?
hard or soft?
hard or soft?
hard or soft?
hard or soft?
hard or soft?
Teacher note: press gently and look after the soft things. A ticket in the right pile with a press to check shows the child has the big idea.
Bendy or stiff
Children learn to test a thing by bending it. A bendy thing changes shape when we push it and can spring back; a stiff thing stays straight. Bending is a test the whole class can do with their hands, and it gives a property word for how a material behaves.
We are learning to
- test things by bending them,
- sort things into bendy and stiff,
- use the words bendy and stiff.
Success criteria
- I can bend a thing to test it.
- I can sort things into bendy and stiff.
You need
- a plastic ruler, a drinking straw, a craft stick, a pipe cleaner and a pencil,
- the worksheet (next sheet), one per child,
- the property cards (third sheet), cut out ahead or by fast finishers.
Lesson flow (about 45 minutes)
| 5 min | Bend and see Hold up two clear things: a ruler and a pencil. Bend each one gently. Ask: “Which one changed shape when I pushed it? Which one stayed straight?” |
| 10 min | Test the set Children bend each thing gently and sort it: bendy things change shape, stiff things stay straight. Ask: “Did it change shape when you pushed it? So is it bendy or stiff?” |
| 15 min | What bends Talk about materials that bend: plastic, wire and rubber can bend, then children complete the worksheet sort. |
| 10 min | Springs back Bend the pipe cleaner and the ruler, then let go. One stays bent, one springs back. Ask: “When you let go, did it spring back or stay bent?” |
| 5 min | Share a test Each child shows one thing, bends it gently, and says whether it is bendy or stiff and if it springs back. |
Running two short sessions instead? End Session A after Test the set. Start Session B by bending one bendy and one stiff thing, then go on to What bends.
Watch for these ideas
- “All plastic is bendy.” A thin ruler bends, but a thick plastic block is stiff. Let children test both.
- Bending so hard it snaps. Model a gentle push: bend it just enough to see if it changes shape.
- Mixing up bendy and soft. A ruler is bendy but it is not soft: bending is one test, squashing is another.
Make it easier, make it bigger
- Easier: give a child two things, one clearly bendy and one clearly stiff, to sort first.
- Bigger: predict bendy or stiff before bending, then test to check the guess.
Answers and look-fors
- Bendy: ruler, straw, pipe cleaner, rubber band. Stiff: craft stick, pencil.
- Springs back: the ruler and rubber band spring back; a pipe cleaner stays bent.
- Look for bending used as the test and a property word: “the straw is bendy” meets the goal.
Bendy or stiff sort
Bend each thing gently. Tick the column it belongs in: bendy things change shape, stiff things stay straight. Then bend it and let go: does it spring back?
| Thing | Bendy | Stiff | Springs back? |
|---|---|---|---|
| ruler | |||
| straw | |||
| craft stick | |||
| pipe cleaner | |||
| pencil | |||
| rubber band | |||
Predict first: point to a thing and say bendy or stiff, then bend it to check.
Bend it
Cut out the tickets. Bend each thing gently, then write bendy or stiff and if it springs back.
Bendy or stiff
Springs back?
Bendy or stiff
Springs back?
Bendy or stiff
Springs back?
Bendy or stiff
Springs back?
Bendy or stiff
Springs back?
Teacher note: bend gently, do not snap. A bend just big enough to see the shape change is enough to test.
See-through or not
Children meet a property they can test by looking. A see-through (clear) material lets light and pictures through, so you can see what is behind it. Other materials do not. This lesson gives the class a clear test to run: hold a thing up and look through it.
We are learning to
- test a material by looking through it,
- sort things into see-through and not see-through,
- use the word see-through (clear) for a material we can see through.
Success criteria
- I can look through a material to test it.
- I can sort things into see-through and not.
You need
- a clear plastic sleeve, a sheet of paper, foil, a clear plastic bottle (never real glass), a tissue,
- a picture or storybook to hold each material over,
- the worksheet (next sheet), one per child,
- the property cards (third sheet), cut out ahead or by fast finishers.
Lesson flow (about 45 minutes)
| 5 min | Look through Hold a clear plastic sleeve to your eye, then a sheet of paper. Ask: “Which one can you see through? What happened when you looked through the paper?” |
| 10 min | Test the set Pass each thing round. Children hold it to the eye or over a picture and look through. Ask: “Can you see the picture through it? So is it see-through, or not?” |
| 15 min | Sort it Children sort the things into two groups on the worksheet: see-through and not see-through, testing each by looking through. |
| 10 min | Worksheet Children finish the sort and the hold-it-over-a-picture test, then complete the sentence. |
| 5 min | Windows Look at a classroom window together. Ask: “Why is a window made of a see-through material? What would happen if it was paper?” |
Running two short sessions instead? End Session A after Test the set. Start Session B by looking through one clear thing and one not, then go on to Sort it.
Watch for these ideas
- “It is thin, so it is see-through.” Paper is thin but not see-through. The test is looking through, not how thin it is.
- A tissue lets light through but you cannot see a clear picture through it. Call it partly see-through.
- “A colour changes it.” A clear thing stays see-through. Test by looking, not by the colour.
Make it easier, make it bigger
- Easier: give two things at a time, one see-through and one not, and the child looks through both.
- Bigger: find a partly see-through thing (a tissue, frosted plastic) and say how it is different.
Answers and look-fors
- See-through: clear plastic sleeve, clear bottle, window glass. Not: paper, foil, wood.
- A tissue is partly see-through. Accept “a little” or “partly”.
- Look for looking-through as the test: the child holds it up or over a picture to decide.
See-through or not
Hold each thing over a picture and look through. Can you see the picture? Tick yes or no, then it goes in a group.
| Thing | Can you see it? (yes / no) | See-through or not |
|---|---|---|
| Window / clear plastic | ||
| Paper | ||
| Foil | ||
| Tissue | ||
| Clear bottle | ||
| Wood |
Look through
Cut out the cards. Look through each thing, then tick see-through or not on the card.
See-through or not?
See-through or not?
See-through or not?
See-through or not?
See-through or not?
See-through or not?
Teacher note: use clear plastic, never glass. A tissue is partly see-through — accept “a little”.
Smooth or rough
Children add one more test to the set: they feel a material to tell whether it is smooth or rough. A smooth material feels flat under the fingers, a rough one feels bumpy. This joins hard and soft, bendy and stiff, see-through and not, so the class now has a handful of properties to describe any material.
We are learning to
- test a material by feeling it,
- sort things into smooth and rough,
- use the words smooth and rough.
Success criteria
- I can feel a material to test it.
- I can sort things into smooth and rough.
You need
- sandpaper or a rough tile, foil, a smooth stone, a cloth, a bumpy mat,
- a bag to hide things in for a feely test,
- the worksheet (next sheet), one per child,
- the property and feely cards (third sheet), cut out ahead or by fast finishers.
Safety: one careful rub of the sandpaper, not on skin. Wash hands after.
Lesson flow (about 45 minutes)
| 5 min | Eyes closed With eyes closed, each child feels a smooth thing and a rough thing. Ask: “Which one feels flat? Which one feels bumpy?” |
| 10 min | Feely test Hide things in a bag. Children reach in, feel one, and say smooth or rough before they look. Ask: “Feel it first. Is it smooth or rough? Now look — were you right?” |
| 10 min | Where it helps Talk about where rough helps and where smooth helps: rough gives grip, smooth lets things slide. Ask: “Why is a slide smooth? Why is the top of a step rough?” |
| 15 min | Sort it Children feel the starter things and sort them into smooth and rough on the worksheet. |
| 5 min | A surprise Each child shares one thing that felt different from how it looked. Wash hands after. |
Running two short sessions instead? End Session A after the Feely test. Start Session B by feeling a smooth thing and a rough thing again, then go on to Where it helps and Sort it.
Watch for these ideas
- “Shiny means smooth.” Foil is smooth and shiny, but a shiny rock can be bumpy. Feel it, do not judge by the shine.
- “Soft is the same as smooth.” Soft is about pressing, smooth is about feeling flat. A cloth can be both, sandpaper is hard and rough.
- Guessing by looking instead of feeling. Steer the child to close their eyes and feel to decide.
Make it easier, make it bigger
- Easier: give a choice of two things, one clearly smooth and one clearly rough, and the child feels which is which.
- Bigger: find a thing that has a smooth part and a rough part, and point to each.
Answers and look-fors
- Smooth: a smooth stone, foil, glass, and a cloth (often). Rough: sandpaper and bark.
- Sorts vary a little. Look for feeling as the test, not looking, and a property word used.
- Sentence: a rough thing feels bumpy. Feels lumpy or feels scratchy are fine too.
Smooth or rough
Close your eyes and feel each thing. Write it in the smooth column or the rough column. Starter list: stone, sandpaper, foil, cloth, bark, glass.
| Smooth (feels flat) | Rough (feels bumpy) |
|---|---|
| A smooth stone | Sandpaper |
| Foil | Bark |
| Glass | |
Feel it
Cut out the cards. Feel each thing without looking, then ring smooth or rough and hand it in.
Feel it. It is
smooth · rough
Feel it. It is
smooth · rough
Feel it. It is
smooth · rough
Feel it. It is
smooth · rough
Feel it. It is
smooth · rough
Feel it. It is
smooth · rough
Teacher note: one careful rub of the sandpaper, not on skin. Wash hands after. A named test by feeling shows the child has the big idea.
The right material
We pick a material for a job because of its property. A window is glass because glass is see-through. A raincoat is plastic because plastic keeps water out. The right property does the job. This lesson turns the term’s property words into reasons for a choice.
We are learning to
- match a material to a job by the property it needs,
- explain the choice by naming the property,
- see that the right property does the job.
Success criteria
- I can pick a material for a job.
- I can say the property that makes it right.
You need
- the job cards (third sheet), cut out ahead or by fast finishers,
- optional real props: a plastic bag, a wooden spoon, a glass jar,
- the worksheet (next sheet), one per child.
Lesson flow (about 45 minutes)
| 5 min | Recall the properties Recall the property words from the term: hard, soft, see-through, keeps water out, strong, warm. Ask: “Which materials are see-through? Which keep water out?” |
| 10 min | Pose a job Name a job and ask for the material and the reason: a window, a raincoat, a chair, a drink bottle. Ask: “Which material would you use for a window? Why that one?” |
| 15 min | Match the cards Children match job cards to materials and say the property that makes each choice right. |
| 10 min | Worksheet Children complete the job-to-material match on the worksheet, writing the property in the last column. |
| 5 min | Share the reason Each child shares one choice and names the property that does the job. |
Running two short sessions instead? End Session A after Pose a job. Start Session B by recalling three jobs and their materials, then go on to Match the cards.
Watch for these ideas
- Choosing by favourite colour, not by property. Steer back to the job: what does this material need to do?
- Thinking any strong material works. A glass raincoat would break and not bend, so strong is not enough on its own.
- Forgetting to say the property. Ask for the reason: not just the material, but what makes it right.
Make it easier, make it bigger
- Easier: give a choice of two materials for each job, and the child picks and says why.
- Bigger: invent a new job and choose the material and the property that fits it.
Answers and look-fors
- Window is glass because it is see-through. Raincoat is plastic because it keeps water out.
- Chair is wood because it is hard and strong. Drink bottle is plastic because it is light and does not break.
- Jumper is fabric because it is soft and warm. Saucepan is metal because it is strong (does not melt on heat).
- Look for a property as the reason, not just the material name.
The right material
For each job, write the material you would use. Then write the property that makes it right.
| Job | Material | Because it is... |
|---|---|---|
| A window | ||
| A raincoat | ||
| A chair | ||
| A drink bottle |
Match the job to the material
Cut out the job cards. Match each job to a material, then say the property that makes it right. Use the blanks for your own jobs.
Material and property
Material and property
Material and property
Material and property
Material and property
Material and property
Material and property
Material and property
Teacher note: a matched material with a named property shows the child can choose by the property, not by favourite colour.
Same shape, new material
Children see that two things can be the same shape but made of different materials, and that the material is what gives each one its properties. A metal spoon is hard and heavy; a plastic spoon is light and bendy. Same shape, but the stuff makes them feel different.
We are learning to
- see the same shape made in two different materials,
- describe how the material changes what the thing is like,
- say that the material, not the shape, gives each one its properties.
Success criteria
- I can name two materials for the same shape.
- I can say how they feel different.
You need
- a metal spoon and a plastic spoon of a similar shape,
- a paper cup and a plastic cup, if you have them,
- the worksheet (next sheet), one per child,
- the compare cards (third sheet), cut out ahead or by fast finishers.
Lesson flow (about 45 minutes)
| 5 min | Two spoons Hold up the two spoons. Ask the class to agree they are the same shape. Ask: “Are these the same shape? So what could be different about them?” |
| 10 min | Feel and compare Pass the spoons round. Children feel the metal one, then the plastic one, and compare: hard and heavy, or light and bendy. Ask: “Which spoon is heavier? Which one bends? What is each one made of?” |
| 10 min | Try the cups Do the same with a paper cup and a plastic cup. Same shape, different material, different feel. |
| 15 min | Worksheet Children tick how each spoon feels on the compare table and draw two cups of the same shape. |
| 5 min | Which suits the job Share which material suits which use: a light plastic spoon for a picnic, a strong metal spoon for serving. Ask: “Which spoon would you pack for a picnic? Why that material?” |
Running two short sessions instead? End Session A after Feel and compare. Start Session B by holding up the two cups, then go on to the worksheet.
Watch for these ideas
- “They must be the same, they look alike.” Same shape does not mean same material. Let them feel the difference.
- “The shape makes it heavy.” Steer to the material: the metal makes it heavy, the plastic makes it light.
- Ignoring the material because the shape is the same. Ask what each one is made of, and how that changes it.
Make it easier, make it bigger
- Easier: compare just one property, heavy or light, with the two spoons in hand.
- Bigger: name a job for each material and say why that material suits it.
Answers and look-fors
- The metal spoon is hard, heavy and stiff. The plastic spoon is soft-ish, light and bendy.
- Cups vary. Look for the child saying the material makes them feel different, not the shape.
- Compare cards: each shape can be made of either material named. Both are fine.
Same shape, two materials
Feel each spoon. Tick how it feels. They are the same shape, but the material makes them different.
| How it feels | Metal spoon | Plastic spoon |
|---|---|---|
| hard or soft | ||
| heavy or light | ||
| bendy or stiff |
Same shape, two materials
Cut out the cards. Each card names a shape. Say two materials it could be made of, then how they would feel different.
Could be made of
metal or plastic
Could be made of
paper or plastic
Could be made of
wood or plastic
Could be made of
glass or plastic
Could be made of
wood or plastic
Could be made of
metal or plastic
Teacher note: keep a card blank for a child to name a shape and two materials it could be made of.
Show what we know
The last lesson, run as a celebration. Children pull the whole term together by building a material museum: they collect everyday things from home and class, sort them into material groups, and label each group with a property they can observe. A gallery walk shows the museum off, then a short final check records what each child knows. The term closes with the on-screen quiz played as a class game. Every group on the table tells the term’s story: objects are made of materials, and materials have properties we can watch and feel.
We are learning to
- sort objects into groups by the material they are made of,
- label each material group with a property we can observe,
- show what we know on our own on the final check.
Success criteria
- I can group objects by their material and name a property of the group.
- I can answer the questions on the check.
You need
- a collecting table of everyday things from home and class: spoons, cups, bottles, blocks, pegs, a jar, a wooden ruler and more,
- large paper or a clear space to lay the museum out in groups,
- the museum-planner worksheet (next sheet), one per child,
- the final check sheet (third sheet), one per child,
- the interactive unit open on the board for the closing quiz.
Lesson flow (about 45 minutes)
| 5 min | Recap Remind the class of the term’s two big ideas: every object is made of a material, and every material has properties we can observe. Ask: “Point at something near you. What is it made of? Now tell me one thing about that material.” |
| 20 min | Build the material museum Groups sort the collecting table into material groups, then add a property label to each group, such as “metal: hard and shiny” or “wood: hard and dull”. Children fill the planner as they go. Ask: “These all belong together. What are they all made of? Now, one word about it.” |
| 10 min | Gallery walk Half the class stands by their museum while the other half visits, then swap. Visitors read the property labels and check that everything in a group is really the same material. |
| 5 min | Final check Hand out the final check sheet. Children work alone and quietly. Read each item aloud once for young readers; help with reading, not with answers, because this one is the term’s record. |
| 5 min | The class quiz The closing treat. Run the unit’s self-check quiz on the board as a whole-class game (see the board box): read each question, children vote, then reveal the answer together. Ask: “One last time, all together: what is this thing made of, and what is one thing we know about that material?” |
Running two short sessions instead? End Session A after building the material museum and keep it laid out on a shelf. Start Session B with the gallery walk, then the final check and the class quiz.
Watch for these ideas
- Grouping by colour instead of material: a red cup with a red block. Ask: “What are they made of?” and the plastic cup moves back to plastic.
- A group with mixed materials in it. Pick one thing out and ask the group whether it is really made of the same stuff as its neighbours.
- Labelling with a feeling, like “nice” or “good”, instead of a property. Steer to a word we can observe: hard, soft, shiny, bendy, see-through.
Make it easier, make it bigger
- Easier: give the group headings ready (metal, plastic, glass, wood) so children only sort and label.
- Bigger: add a fifth group of the child’s own and find a property no other group shares.
Answers and look-fors
- A finished museum groups objects by material, and each group carries a property label such as “metal: hard and shiny” or “glass: see-through”.
- Final check answers: 1 glass. 2 hard or soft. 3 plastic. 4 any bendy material, such as a plastic ruler or a rubber band. 5 the material makes them feel different.
- Look for grouping by material and a property named, not by colour or by how pretty a thing is.
Our material museum
Sort your things into groups by the material they are made of. Under each group, write one property. Then list or draw the things that belong in the group.
Show what we know
Show what you know about materials. Read each one, then write, circle or draw. Take your time.
- A window is made of
- You press a material to find out if it is ( hard / soft ). Circle one.
- Which material keeps the rain out best? Circle one: paper · plastic · cloth
- Name one material that can bend.
- A metal spoon and a plastic spoon are the same shape. Do they feel the same? Yes □ No □
- Draw two things made of the SAME material.
For the teacher: 1 glass. 2 hard or soft. 3 plastic. 4 any bendy material, for example a plastic ruler. 5 no, the material makes them feel different. Read the items aloud one at a time and help with reading, not with answers.