Teaching pack: Properties of Materials (Year 4)

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Teaching pack · Year 4 Chemical sciencesseegongsik /au

Properties of Materials: a full term of science

Ten ready-to-teach lessons for Year 4 Chemical sciences. Print this pack and the term is prepared: every lesson comes with a step-by-step plan, the questions to ask, a student worksheet, cut-out cards or exit tickets, an assessment kit and every answer.

AC9S4U04

examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use

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 misconceptions children bring, and gives model answers. The big idea of the term: every object is made of materials, natural or made, and each material has properties we can test, such as flexible or rigid, transparent or opaque, waterproof or absorbent. People choose a material for a job because of its properties.

Two ways to run each lesson

Every lesson works as one 60-minute block, or as two 30-minute sessions. The split point is marked in every plan. Lessons 3 to 5 and 9 are testing lessons, so cut the strips and sheets before the class arrives.

Safety and care in one look

Warm water for the spoon test comes from the tap, never a kettle, and an adult pours it. Tests use plastic in place of glass; glass objects stay with the teacher. Keep feet clear of hanging loads, and take care with scissors.

On the board

This pack is the printable half of a free interactive unit. The on-screen half has five interactive pictures (sort natural and made, test a property, match a property to a use, choose the best bottle, and a property deciding the use) plus a self-check quiz you can run as a class game in Lesson 10.

seegongsik.com/au/y4/chemical/AC9S4U04

Aligned to the Australian Curriculum V9 (AC9S4U04). This pack is original material from seegongsik, independently produced and not endorsed by ACARA. Curriculum content descriptors are (c) ACARA, licensed under CC BY 4.0. Free to print and use in class.

Term at a glance10 lessons

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	Natural and made materials	Hunt for materials and trace each one back to where it comes from	Material cards, classroom objects
2	Objects and materials	Tell an object from its materials, and ask why each material was chosen	Object cards, a tray of objects
3	Flexible or rigid?	A fair bend test: how far each strip droops under the same load	Strips of materials, a ruler, pegs
4	Transparent, translucent or opaque?	Shine a torch through materials and sort them by the light that gets through	A torch, cling wrap, baking paper, foil
5	Waterproof or absorbent?	A drop test and a fair soak race up strips of materials	A dropper, strips of paper and fabric
6	Fibres: natural and made	Look closely at fibres, and test which thread holds the most	Wool, cotton and nylon thread, pegs
7	Metals	Find out which spoon handle warms up first in warm water	Metal, plastic and wooden spoons
8	Glass and plastics	Sort plastic things by their properties and weigh up glass against plastic	Clean plastic objects, the use cards
9	Choosing the best material	Test umbrella materials and choose the best one with evidence	Fabric, plastic, paper, foil, cups
10	Show what we know	Make a labelled material poster of one object and sit the final check	Card, pencils, leftovers from the term

How the sequence builds

Lessons 1 and 2 sort materials into natural and made and tell a material from an object. Lessons 3 to 5 test three pairs of properties. Lessons 6 to 8 take the four kinds of material in the descriptor in turn: fibres, metals, glass and plastics. Lesson 9 uses test results to choose the best material for a job, and Lesson 10 is the making task and final check.

Curriculum links (Australian Curriculum V9)

The whole term teaches the Science Understanding descriptor AC9S4U04 quoted on the cover. The lessons also work these Science Inquiry and Human Endeavour descriptors:

AC9S4I01pose questions to explore observed patterns and relationships and make predictions based on observations

AC9S4I02use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment

AC9S4I03follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate

AC9S4I04construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns

AC9S4I05compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions

AC9S4I06write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate

AC9S4H01examine how people use data to develop scientific explanations

AC9S4H02consider how people use scientific explanations to meet a need or solve a problem

Assessment in this pack

Every plan ends with “Answers and look-fors”: what meeting the idea sounds like in a Year 4 voice.
The assessment sheet near the front has a class observation checklist and a three-level rubric.
Lesson 10 is the summative pair: a labelled material poster with an explanation, plus the “Show what we know” check sheet.

Get ready · Materials for the termOne gathering trip

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. Cut the test strips and squares before Lessons 3, 4, 5 and 9.

Lesson	You need
1	the material cards from this pack; a tray of everyday things to sort, such as a wool sock, a cotton cloth, a wooden peg, a plastic cup, a steel spoon and a clean glass jar (kept by the teacher)
2	a tray of everyday objects, such as a pencil, a lunchbox, a jumper, a ruler and a book; the object cards from this pack
3	for each group strips of the same size (2 cm by 20 cm) of paper, card, plastic, foil and a thin wooden ruler or paddle-pop stick; a clothes peg for the load, a ruler, sticky tape
4	a torch for each group, and squares of cling wrap, baking paper, tissue paper, a clear plastic sleeve, foil and card
5	a dropper or teaspoon, a cup of water with a drop of food colouring, and strips (2 cm by 15 cm) of paper towel, printer paper, cotton cloth, plastic and foil; a timer, sticky tape and a ruler
6	pieces of wool, cotton and nylon thread (fishing line) of the same length, magnifiers, a peg hook or a small bag and a set of the same small weights, such as metal washers
7	a metal spoon, a plastic spoon and a wooden spoon of about the same length, a cup of warm tap water (an adult pours), a timer; a piece of foil
8	a box of clean plastic things (a bottle, a bag, a lid, a cup, a container); the glass-or-plastic cards from this pack
9	for each group squares of cotton cloth, plastic, paper and foil, a cup, a rubber band, a measuring jug and water
10	card or large paper, coloured pencils, leftovers from the term; the interactive unit open for the class quiz

The one-trip list

From the classroom: scissors, rulers, sticky tape, card, paper, coloured pencils, magnifiers, a timer, torches.
From the kitchen or home donations: cling wrap, baking paper, foil, paper towel, plastic cups and spoons, wooden spoons, clean plastic containers.
From the craft box: wool, cotton thread, tissue paper, cotton cloth, paddle-pop sticks, pegs.
From the hardware or fishing shop: nylon fishing line and a few metal washers.

Safety and care in one look

Warm water comes from the tap and an adult pours it. Never use a kettle or boiling water.
Tests use plastic in place of glass; glass objects stay with the teacher.
Hang loads low over a tray, and keep feet clear when a thread snaps.
Take care with scissors, and wipe up spills straight away.
Plastic things for Lesson 8 are clean and dry, with no sharp edges.

Get ready · Assessment kitRubric + checklist

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 labelled material poster with an explanation, and 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
Natural and made	names a material	sorts materials into natural and made and says where each comes from	traces a made material back through each step to a natural one
Properties	says a material is hard or soft	tests and names properties: flexible or rigid, transparent or opaque, waterproof or absorbent	plans a fair test of a property and explains the result
Kinds of material	names a fibre, a metal, glass or a plastic	describes the main properties of fibres, metals, glass and plastics	compares two materials for one job, such as glass and plastic
Properties and use	says what an object is made of	explains how a material’s properties suit its use	chooses a material for a new job and backs the choice with test results

Class observation checklist

Name	Natural and made	Testing	Fibres	Metals	Glass and plastic

A tick a lesson is plenty; the Lesson 10 check sheet fills the gaps.

Word wall (cut out)

Word wall cards

Cut out the cards and build the wall as the words arrive. Lesson 1 starts the wall with material, natural and made.

material

what an object is made of

natural

comes from plants, animals or the ground

made

made by people, often from natural materials

property

something we can test or observe about a material

flexible

bends without breaking

rigid

stiff; keeps its shape

transparent

lets light through, so you can see through it

translucent

lets some light through, but not a clear view

opaque

lets no light through

waterproof

does not let water through

absorbent

soaks up water

fibre

a long, thin thread, such as wool, cotton or nylon

A note home

Dear families

This term in science, Year 4 investigates materials: what things are made of, and why. We sort materials into natural ones, such as wool, cotton and wood, and made ones, such as plastic, steel and glass, and we test their properties: does a material bend or stay rigid, let light through or block it, keep water out or soak it up?

Your child will run fair tests on strips of paper, fabric and plastic, compare fibres, metals, glass and plastics, and use their results to choose the best material for a job, such as a toy umbrella.

Try this at home

Pick five things in the kitchen. What is each one made of? Is that material natural or made?
Look at a raincoat, a towel and a window. Which property makes each material right for its job?
Read the labels inside two pieces of clothing. Which fibres are they made of?
Ask: if this cup were made of paper, would it still work? Why or why not?

What to ask your scientist

Is this material natural or made? Where did it come from?
What is the difference between transparent, translucent and opaque?
Why are spoons often made of metal?
What is good about plastic, and what is the problem with it?

A small note on safety: at school we only use warm water from the tap, poured by an adult, and glass stays with the teacher.

Warm regards,

The Year 4 team

Printed from the free seegongsik Properties of Materials teaching pack · seegongsik.com/au/y4/chemical/AC9S4U04/pack

Lesson 1 · Teacher planLesson 1 of 10

Natural and made materials

A material is what an object is made of. Natural materials come from plants, animals or the ground, such as wool, cotton, wood and stone. Made materials are made by people, usually by changing natural ones: paper is made from wood, glass from sand, steel from iron and plastic from oil. Children hunt for materials in the classroom, sort material cards, and trace made materials back to where they come from.

We are learning to

sort materials into natural and made,
say where a material comes from,
trace a made material back to the natural material it started as.

Success criteria

I can sort materials into natural and made, and explain my choice.
I can say what one made material is made from.

You need

the material cards (third sheet), one set per pair,
a tray of everyday things, such as a wool sock, a cotton cloth, a wooden peg, a plastic cup and a steel spoon; a clean glass jar the teacher holds,
the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

5 min	Wonder Hold up the wool sock and the plastic cup. Ask: “What is each one made of? Where did that come from before it was a sock or a cup?”
10 min	On the board Sort the six materials together (see the box). Ask: “Glass is made from sand. Is glass natural or made?”
20 min	Material hunt Pairs find five things in the classroom, name the material each one is made of, and fill Part A.
15 min	Card sort Pairs read where each material comes from and sort the twelve cards into natural and made. Children do Part B.
10 min	Word wall Add material, natural and made to the word wall. Children do Part C. Ask: “Every made material started as something natural. Can you find one that did not?”

Running two half-sessions instead? End Session A after the material hunt; start Session B with the card sort.

On the board

In “Sort the materials: natural or made” pick each material in turn, let the class vote, then press “Send to Natural” or “Send to Made”. A green dot shows it went in the right tray; a gold dot shows it did not. “Clear all” empties the trays.

seegongsik.com/au/y4/chemical/AC9S4U04

Watch for these ideas

“Made means made into an object.” A wooden chair is made by people, but wood is still a natural material; the material is what we sort.
“Paper is natural because it comes from trees.” People change the wood a lot to make paper, so paper is a made material.
“Metals are natural.” Iron comes from rock, but steel is made by people in a steelworks.

Make it easier, make it bigger

Easier: sort six cards first (wool, cotton, wood, plastic, glass and steel), the six in the board picture.
Bigger: choose a made material and draw a flow chart of every step from the ground or a living thing to the object.

Answers and look-fors

Part A answers vary; a material name (wood, plastic, metal, glass, wool, cotton, paper), not an object name.
Card sort: natural, wool, cotton, wood, stone, silk; made, plastic, paper, glass, steel, nylon, brick, aluminium foil.
Part B: glass is made from sand; a woollen jumper comes from a sheep; plastic is made from oil or gas; paper from wood. Part C: for example steel, from iron, from rock in the ground.

Lesson 1 · Worksheet

Material hunt

NameClassDate

A. Five things in our classroom

The object	The material it is made of	Natural or made?

B. Where does it come from?

Glass is made from

A woollen jumper comes from

Plastic is made from

C. Think about it

Choose one made material. Trace it back to the natural material it started as.

Lesson 1 · Material cards (cut out)

Material cards

Cut out the cards. Read where each material comes from, then sort the cards into natural and made.

plastic

From oil or gas, changed in a factory.

wool

From the fleece of a sheep.

cotton

From the fluffy seed pods of the cotton plant.

paper

From wood, mashed into pulp in a mill.

glass

From sand, heated until it melts.

wood

From the trunks and branches of trees.

steel

From iron, which comes from rock dug out of the ground.

nylon

From oil, changed in a factory and spun into threads.

stone

From rock cut from the ground.

brick

From clay, shaped and baked in a hot oven.

aluminium foil

From a rock called bauxite, changed in a factory.

silk

From the threads silkworms spin round themselves.

Teacher note: the line between natural and made is the change people make. Accept an argued answer for stone that has been cut and polished.

Lesson 2 · Teacher planLesson 2 of 10

Objects and materials

An object is a thing, such as a chair or a spoon; a material is what it is made of, such as wood or steel. One object can be made of several materials, and the same object can be made of different materials: a cup can be glass, plastic, paper or metal. People choose a material because of its properties. Children tell objects from materials, list what everyday objects are made of, and start to ask why.

We are learning to

tell an object from the material it is made of,
name the materials in an object that is made of more than one,
give a reason why a material was chosen for an object.

Success criteria

I can sort words into objects and materials.
I can say what an object is made of, and why that material suits it.

You need

a tray of everyday objects, such as a pencil, a lunchbox, a jumper, a ruler and a book,
the object cards (third sheet), one set per pair,
the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

5 min	Recall Hold up a pencil. Ask: “Is a pencil a material? What materials is it made of?”
10 min	On the board Match each job to its material (see the box). Ask: “A window needs to be transparent and rigid. Which material has both?”
10 min	Object or material? Children circle the materials in Part A, then check with a partner.
25 min	Object cards Pairs take the object cards and the tray, name the materials in each object, and say why each material was a good choice. Children fill Part B with four objects.
10 min	Same object, different materials Children do Part C, then share. Ask: “Which cup would you take on a picnic? Which for a hot drink? Why?”

Running two half-sessions instead? End Session A after Part A; start Session B with the object cards.

On the board

In “Match the property to the use” press “A window” and “Show match”: glass, because it is transparent and rigid. Then press “A raincoat” and “Show match”: plastic, because it is waterproof and flexible.

seegongsik.com/au/y4/chemical/AC9S4U04

Watch for these ideas

“A chair is a material.” A chair is an object; wood, metal or plastic are the materials it can be made of.
“Each object is made of one material.” Many objects use several: a pencil has wood, graphite and paint.
“Materials are chosen by colour.” Colour can matter, but most materials are chosen for what they can do.

Make it easier, make it bigger

Easier: start with objects made of one material only (the spoon, the jumper and the T-shirt).
Bigger: find an object made of four or more materials, and say why each one is there.

Answers and look-fors

Part A, the materials: wood, steel, glass, wool; the objects: chair, spoon, jumper, window.
Part B, the usual answers: a drink bottle, plastic; a window, glass, in a metal or wooden frame; a jumper, wool; a T-shirt, cotton; a spoon, metal; a book, paper and card; a raincoat, plastic; a pencil, wood, with a graphite middle and paint; a jar, glass, with a metal lid. Reasons vary, for example a drink bottle: it is waterproof, light and does not break when dropped.
Part C: a plastic cup for a picnic, because it is light and does not break; glass or metal also works at home. Any choice backed by a property is right.

Lesson 2 · Worksheet

What is it made of?

NameClassDate

A. Circle the words that are materials.

chairwoodsteelspoonjumperglasswindowwool

B. Four objects

The object	The materials it is made of	Why that material is a good choice

C. Same object, different materials

A cup can be made of glass, plastic, paper or metal.

Which cup would you take on a picnic? Why?

Lesson 2 · Object cards (cut out)

Object cards

Cut out the cards. For each object, name the materials it is made of, and say why each material is a good choice.

a drink bottle

Made of:

Why:

a window

Made of:

Why:

a jumper

Made of:

Why:

a T-shirt

Made of:

Why:

a spoon

Made of:

Why:

a book

Made of:

Why:

a raincoat

Made of:

Why:

a pencil

Made of:

Why:

a jar

Made of:

Why:

Teacher note: real objects vary, such as a metal drink bottle or a wooden window frame; accept any material the child can see or explain.

Lesson 3 · Teacher planLesson 3 of 10

Flexible or rigid?

A property is something we can test or observe about a material. A flexible material bends easily; a rigid material keeps its shape. Children run a fair bend test: strips of five materials hang the same distance over the edge of a table with the same peg on the end, and they measure how far each one droops. The less it droops, the more rigid the material.

We are learning to

test materials for a property: flexible or rigid,
keep a test fair by changing only the material,
measure the droop with a ruler and order the materials.

Success criteria

I can name what we changed and what we kept the same.
I can order the materials from the most rigid to the most flexible, using our measurements.

You need

for each group: strips 2 cm by 20 cm of paper, card, plastic (cut from a plastic folder) and foil, and a thin wooden ruler,
a clothes peg, sticky tape and a ruler for measuring,
the step cards (third sheet), one set per group, and the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

5 min	Wonder Bend a strip of paper, then try to bend the wooden ruler. Ask: “Both are made from trees. Why does one bend and not the other?”
10 min	On the board Bend each material (see the box). Ask: “Which would you want for a ruler? For a raincoat?”
10 min	Predict and plan Children do Parts A and B, and groups set out their strips.
25 min	The bend test Groups follow the step cards and measure the droop of each strip in Part C. Ask: “The foil bent and stayed bent. Is that the same as flexible?”
10 min	What it tells us Children order the materials in Part D. Add property, flexible and rigid to the word wall.

Running two half-sessions instead? End Session A after the plan; start Session B with the bend test.

On the board

In “Test a material for a property” choose “Bend it”, then pick Rubber, Glass and Paper in turn. Rubber and paper bow when pushed at both ends: flexible. Glass stays straight: rigid.

seegongsik.com/au/y4/chemical/AC9S4U04

Watch for these ideas

“Rigid means strong.” Rigid means it keeps its shape; glass is rigid but can still break.
“Flexible things are weak.” A rubber band and a nylon rope are flexible and very strong.
“Foil and paper bend the same way.” Paper springs back a little; foil stays bent, which is why it can wrap food.

Make it easier, make it bigger

Easier: test three strips only (paper, card and the ruler) and measure together.
Bigger: test strips of card folded once, twice and three times. How does folding change the droop?

Answers and look-fors

Part B: we change the material; we keep the same strip size, overhang of 15 cm, peg and way of measuring.
Part C and D: the wooden ruler usually droops least, then card and plastic; paper and foil droop most. Most rigid first: ruler, card or plastic, then paper or foil.
Part D: a ruler needs a rigid material so it stays straight; a raincoat needs a flexible one so it moves with you.

Lesson 3 · Worksheet

The bend test

NameClassDate

A. My prediction

The most rigid strip will be the ______, because

B. A fair test

The one thing we change:

Things we keep the same:

C. How far the end drooped (cm)

Material	Droop (cm)
paper
card
plastic
foil
a thin wooden ruler

D. What it tells us

From the most rigid to the most flexible:

Which material would you choose for a ruler? Why?

Lesson 3 · Bend test step cards (cut out)

How we run the bend test

Cut out the cards and follow them in order, the same way for every strip.

1Same size strips

Every strip is 2 cm wide and 20 cm long. The ruler is the only wider one.

2Over the edge

Tape the strip to the table so that 15 cm hangs over the edge.

3The same load

Clip the same clothes peg to the end of the strip.

4Measure the droop

Hold a ruler upright at the end of the strip. Read how far the end has dropped below the table top.

5Next strip

Take off the peg and the strip, and test the next material the same way.

Teacher note: tape each strip down firmly at the same place; a loose end changes the overhang and the result.

Lesson 4 · Teacher planLesson 4 of 10

Transparent, translucent or opaque?

Materials let different amounts of light through. A transparent material lets light straight through, so we can see clearly through it. A translucent material lets some light through, but we cannot see a clear picture. An opaque material lets no light through and makes a shadow. Children shine a torch through six materials onto white paper, sort them, and match each one to a job.

We are learning to

test materials for how much light they let through,
sort materials into transparent, translucent and opaque,
explain which light property suits a job.

Success criteria

I can sort the six samples using our torch test.
I can say why a window, a lampshade and a curtain need different materials.

You need

a torch for each group and a sheet of white paper to shine onto,
squares of cling wrap, baking paper, foil, a clear plastic sleeve, card, tissue paper,
the light job cards (third sheet), one set per pair, and the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

5 min	Wonder Hold a sheet of card, then cling wrap, in front of your face. Ask: “Why can you see me through one and not the other?”
10 min	On the board Shine light on each material (see the box). Ask: “Paper lets a little light through. What word would fit it?”
25 min	The torch test Darken the room a little. Groups hold each sample between the torch and the white paper and look at the light that lands. Children predict and record in Part A. Ask: “A bright spot, a dim glow or a shadow: which one did you get?”
10 min	Light jobs Pairs sort the six job cards by the light each job needs. Children do Part B.
10 min	Word wall Add transparent, translucent and opaque. Children do Part C.

Running two half-sessions instead? End Session A after the torch test; start Session B with the light jobs.

On the board

In “Test a material for a property” choose “Shine light”, then pick each material: glass lets the ray straight through (transparent), paper lets a faint ray through (translucent), and rubber blocks it and makes a shadow (opaque).

seegongsik.com/au/y4/chemical/AC9S4U04

Watch for these ideas

“Transparent means no colour.” Coloured cellophane is coloured and still transparent.
“Translucent is the same as transparent.” Through a translucent sheet you see light, but not a clear picture.
“Shadows are made by the torch.” A shadow is the place the light could not reach, behind an opaque material.

Make it easier, make it bigger

Easier: test three samples (cling wrap, baking paper and card), one of each kind.
Bigger: stack sheets of tissue paper one at a time. How many sheets until it is opaque?

Answers and look-fors

Part A, the usual results: transparent, cling wrap and a clear plastic sleeve; translucent, baking paper and tissue paper; opaque, foil and card.
Part B: a classroom window, transparent (we need to see out); curtains that block the morning sun, opaque (no light should get through); a lampshade, translucent (it should glow without glare); a bathroom window, translucent (light comes in, but nobody can see in); a lunchbox lid you can see into, transparent (you can check what is inside); a sun hat, opaque (it should shade your face).
Part C: a lampshade needs a translucent material so the bulb glows softly; a transparent one would glare, and an opaque one would block the light.

Lesson 4 · Worksheet

The torch test

NameClassDate

A. Predict, then test each sample

Sample	I predict	Result: transparent, translucent or opaque
cling wrap
baking paper
foil
a clear plastic sleeve
card
tissue paper

B. Light jobs: write each job under the light it needs

transparent	translucent	opaque

C. Think about it

Why is a lampshade made of a translucent material?

Lesson 4 · Light job cards (cut out)

Light job cards

Cut out the cards. Does each job need a transparent, a translucent or an opaque material? Sort them into three piles.

1a classroom window

2curtains that block the morning sun

3a lampshade

4a bathroom window

5a lunchbox lid you can see into

6a sun hat

Teacher note: some jobs can argue two ways, such as a sun hat with a mesh window; accept a choice the pair can explain.

Lesson 5 · Teacher planLesson 5 of 10

Waterproof or absorbent?

A waterproof material does not let water through or soak it up: drops sit on top as beads. An absorbent material soaks water up, and the water can climb up through it. Children test five materials with a drop of water, then run a fair soak race: strips of the same size dip into coloured water for2 minutes, and they measure how far the colour climbs.

We are learning to

test materials to find out if they are waterproof or absorbent,
run a fair test and measure how far water climbs,
use results to choose a material for a job.

Success criteria

I can sort the strips into waterproof and absorbent, using the drop test.
I can use our measurements to say which material was the most absorbent.

You need

for each group: strips 2 cm by 15 cm of paper towel, printer paper, cotton cloth, plastic, foil,
a dropper or a teaspoon, a shallow tray of water with a drop of food colouring, a ruler, sticky tape, two cups and a timer,
the soak race step cards (third sheet), one set per group, and the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

5 min	Wonder Spill a little water and wipe it up with a paper towel, then try with a plastic bag. Ask: “Why did one wipe it up and the other just pushed it around?”
5 min	On the board Pour water on each material (see the box). Ask: “Which would you choose for a raincoat? For a tea towel?”
15 min	The drop test Groups put one drop of water on each strip and watch for a minute: does it bead on top or soak in? Children fill Part A.
25 min	The soak race Groups follow the step cards and measure the climb on each strip in Part B. Ask: “Every strip dipped in for the same time. Why does that matter?”
10 min	What it tells us Children do Parts C and D. Add waterproof and absorbent to the word wall.

Running two half-sessions instead? End Session A after the drop test; start Session B with the soak race.

On the board

In “Test a material for a property” choose “Pour water”, then pick each material: on rubber and glass the water beads on top (waterproof); on paper it soaks in and leaves a damp patch (absorbent).

seegongsik.com/au/y4/chemical/AC9S4U04

Watch for these ideas

“Absorbent is bad.” It depends on the job: a towel and a nappy need to be absorbent.
“Waterproof things are dry inside.” Waterproof means water does not get through; the material itself can still be wet on top.
“The water just stuck to the strip.” It climbed up through tiny gaps between the fibres, which is why the colour rose so high in the paper towel.

Make it easier, make it bigger

Easier: race three strips only (paper towel, printer paper and plastic) as a class.
Bigger: race two brands of paper towel, and plan how to make it a fair test.

Answers and look-fors

Part A: the drop soaks into the paper towel, the printer paper and the cotton cloth (absorbent) and beads on the plastic and the foil (waterproof).
Part B and C: the colour usually climbs highest in the paper towel, then the cotton cloth and the printer paper; it does not climb the plastic or the foil.
Part D: a raincoat needs a waterproof material, such as plastic; a tea towel needs an absorbent one, such as cotton.

Lesson 5 · Worksheet

Waterproof or absorbent?

NameClassDate

A. The drop test

Strip	Beads on top or soaks in?	Waterproof or absorbent?
paper towel
printer paper
cotton cloth
plastic
foil

B. The soak race: how far the colour climbed in 2 minutes (cm)

paper towel	printer paper	cotton cloth	plastic	foil

C. What it tells us

The most absorbent material was the ______. I know because

D. Choose a material

Which tested material would you use for a raincoat? For a tea towel? Why?

Lesson 5 · Soak race step cards (cut out)

How we run the soak race

Cut out the cards and follow them in order. All the strips race at the same time.

1Mark the line

Draw a pencil line 1 cm from the bottom of every strip.

2Hang them up

Tape the top of each strip to a ruler laid across two cups, so the strips hang side by side.

3Dip together

Lower the ruler until every strip touches the water up to its pencil line. Start the timer.

4Wait and watch

Leave the strips in the water for 2 minutes. Do not move them.

5Measure the climb

Lift the strips out. Measure how far the colour climbed above the pencil line.

Teacher note: lay the strips on paper towel to dry and keep them; the colour line stays and Lesson 9 can look back at it.

Lesson 6 · Teacher planLesson 6 of 10

Fibres: natural and made

A fibre is a long, thin thread. Fibres are spun into yarn and woven or knitted into fabric. Natural fibres come from animals and plants, such as wool, cotton and silk; made fibres, such as nylon and polyester, are made in factories, mostly from oil. Each fibre has properties that suit some uses: wool keeps us warm, cotton soaks up sweat, and nylon is very strong. Children look closely at fibres, tally the fibres on their clothing labels, and match fibres to jobs.

We are learning to

describe natural and made fibres and where they come from,
observe fibres closely and record what we see,
explain how a fibre’s properties suit its use.

Success criteria

I can name two natural and two made fibres.
I can say why one fibre suits one job, using its properties.

You need

for each group: a tuft of wool, a cotton ball, a short length of nylon fishing line and a magnifier,
the clothing the class is wearing, with its labels,
the fibre cards (third sheet), one set per pair, and the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

5 min	Wonder Hold up a woollen jumper and a sports top. Ask: “Both are made of threads. Where did the threads come from?”
5 min	On the board Sort wool and cotton again (see the box). Ask: “Nylon is made from oil, like plastic. Which tray would it go in?”
20 min	Fibre detectives Groups pull a few fibres from the wool and the cotton ball, look at all three fibres with the magnifier, and gently stretch each one to see if it springs back. Children fill Part A. Ask: “Which fibre is crinkly? Which is long and smooth?”
15 min	Label hunt Partners read the labels in each other’s jumpers and shirts and tally the fibres in Part B. Collect a class total on the board.
15 min	Fibre jobs Pairs read the fibre cards and do Part C. Add fibre to the word wall.

Running two half-sessions instead? End Session A after the fibre detectives; start Session B with the label hunt.

On the board

In “Sort the materials: natural or made” pick Wool and Cotton and send each to the natural tray: both are natural fibres. Then pick Plastic: nylon and polyester are made from oil in the same way, so they belong with the made materials.

seegongsik.com/au/y4/chemical/AC9S4U04

Watch for these ideas

“Fabric is a material that comes ready-made.” Fabric is fibres spun into yarn, then woven or knitted.
“Natural fibres are always better.” Each fibre suits some jobs; nylon is better than cotton for a fishing line.
“Labels show one fibre only.” Many fabrics are a mix, such as 65% polyester and 35% cotton.

Make it easier, make it bigger

Easier: look at wool and cotton only, then read the label on one class jumper together.
Bigger: find out how wool gets from a sheep to a jumper, and draw each step.

Answers and look-fors

Part A: wool fibres are crinkly and springy and spring back when stretched; cotton fibres are short and soft; nylon is one long, smooth, strong thread that stretches a little.
Part B answers vary; school uniforms are often polyester or a polyester and cotton mix.
Part C, the usual fibres: a fishing line, nylon; a winter jumper, wool; a bath towel, cotton; a sports uniform, polyester; a smooth, shiny scarf, silk; a T-shirt, cotton. Accept another fibre with a property reason.

Lesson 6 · Worksheet

Fibre detectives

NameClassDate

A. Look closely

Fibre	What it looks like under the magnifier	Does it spring back when stretched?
wool
cotton
nylon

B. Label hunt

Fibre on the label	Tally	Total
cotton
wool
polyester
nylon
something else

C. Fibre jobs: write the best fibre for each job

a fishing line
a winter jumper
a bath towel
a sports uniform
a smooth, shiny scarf
a T-shirt

Why is a bath towel made of cotton and not nylon?

Lesson 6 · Fibre cards (cut out)

Fibre cards

Cut out the cards. Read where each fibre comes from and what it is good at, then use them for Part C.

wool

A natural fibre from the fleece of a sheep.

Good at keeping you warm, and springing back into shape.

cotton

A natural fibre from the seed pods of the cotton plant.

Good at soaking up sweat and feeling soft and cool.

silk

A natural fibre from the cocoons silkworms spin.

Good at being smooth, light and shiny.

nylon

A made fibre from oil, changed in a factory.

Good at being very strong and drying fast.

polyester

A made fibre from oil, changed in a factory.

Good at drying fast and not creasing.

Teacher note: wool from Australian sheep is one of the country’s best-known products; the fleece is shorn, washed, combed and spun before it is knitted.

Lesson 7 · Teacher planLesson 7 of 10

Metals

Metals such as steel, aluminium and copper are made from rock dug out of the ground. Most metals are strong and hard, shiny when polished, ring when tapped, can be pressed into shapes without breaking, and let heat pass through them quickly. Only some are magnetic. Children test which spoon handle warms up first in warm water, then visit five stations to find other metal properties.

We are learning to

describe the properties of metals,
test how quickly heat passes along metal, plastic and wood,
explain how a metal’s properties suit its uses.

Success criteria

I can name three properties of metals.
I can explain why a saucepan is metal but its handle is not.

You need

for each group: a metal spoon, a plastic spoon and a wooden spoon of about the same length, a cup of warm water from the tap (an adult pours) and a timer,
for the stations: a cloth, foil, a pebble, a magnet and a steel paperclip,
the station cards (third sheet), one per station, and the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

5 min	Wonder Show a saucepan with a plastic or wooden handle. Ask: “Why is the pan metal, but the handle is not?”
5 min	On the board Strong and stiff, then weak and floppy (see the box). Ask: “Which property makes metal good for a spoon?”
15 min	The warm spoon test Groups predict (Part A), stand the three spoons in the warm water with the handles out, wait 2 minutes, then gently touch the top of each handle and record in Part B. Ask: “The water is the same for all three spoons. So why do the handles feel different?”
25 min	Metal stations Groups spend about five minutes at each station, follow the card and fill a row of Part C.
10 min	What it tells us Children do Part D, then share.

Running two half-sessions instead? End Session A after the spoon test and two stations; start Session B with the other three.

On the board

In “A property decides where a material fits” press “Strong and stiff”: the spoon stays level and lifts the food. Press “Weak and floppy”: it droops and spills. A metal spoon is strong and stiff.

seegongsik.com/au/y4/chemical/AC9S4U04

Watch for these ideas

“Metal is cold.” Metal feels cold because it carries heat away from your hand quickly; in warm water it carries heat to your hand quickly too.
“All metals are magnetic.” The magnet attracted the steel paperclip but not the aluminium foil.
“Metals are natural.” The rock is natural; people make the metal from it.

Make it easier, make it bigger

Easier: run the spoon test once at the front, with children taking turns to feel the handles.
Bigger: find out why electrical wires are copper on the inside and plastic on the outside.

Answers and look-fors

Part B: the metal spoon’s handle usually feels warm first; the plastic and wooden handles stay cool, because heat passes quickly along metal.
Part C: shine, metal is shiny when polished; wood is not; ring, metal rings; wood thuds; shape, foil, a metal, can be pressed into a shape and keeps it without breaking; strong, the metal spoon is stronger and stiffer than the plastic one; magnet, the magnet attracts the steel paperclip but not the aluminium foil: only some metals are magnetic.
Part D: the pan is metal so heat passes quickly into the food; the handle is plastic or wood so heat does not pass quickly to your hand.

Safety: warm water only, from the tap, poured by an adult. Touch the handles gently.

Lesson 7 · Worksheet

Testing metals

NameClassDate

A. My prediction

The handle that warms up first will be the ______ spoon, because

B. After 2 minutes in warm water

Spoon	The handle feels: warm or cool?
metal
plastic
wooden

C. Metal stations

Station	What we found
Shine
Ring
Shape
Strong
Magnet

D. Think about it

Why is a saucepan made of metal, but its handle often plastic or wood?

Lesson 7 · Metal station cards (cut out)

Metal station cards

Cut out the cards and put one at each station. Do what the card says, then write what you found.

1Shine

Rub a metal spoon with a cloth, then look at your face in it. Try a wooden spoon.

2Ring

Tap a metal spoon and a wooden spoon gently on the table edge. Listen.

3Shape

Press a sheet of foil round a pebble, then take the pebble out.

4Strong

Try to bend a metal spoon and a plastic spoon with one hand (gently).

5Magnet

Hold a magnet near a steel paperclip and a piece of foil.

Teacher note: keep the magnet away from phones and laptops, and count the paperclips back in.

Lesson 8 · Teacher planLesson 8 of 10

Glass and plastics

Glass is made from sand. It is transparent, hard, rigid and waterproof, and it can be recycled again and again, but it is brittle: it shatters into sharp pieces. Plastics are made from oil or gas. There are many kinds: they can be flexible or rigid, transparent or opaque, and most are light, waterproof and hard to break. Most plastics do not rot, which makes them last, and makes plastic litter last a very long time too. Children sort plastic things by their properties and decide between glass and plastic for eight jobs.

We are learning to

describe the properties of glass and of plastics,
compare glass and plastic for a job,
think about how our choice of material affects the environment.

Success criteria

I can name two properties of glass and two of plastics.
I can choose glass or plastic for a job and give a reason.

You need

a box of clean plastic things (a bottle, a bag, a lid, a cup, a container),
a glass jar the teacher holds up, but does not hand round,
the glass-or-plastic cards (third sheet), one set per pair, and the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

5 min	Wonder Hold up the glass jar and a plastic container. Ask: “Both are clear and waterproof. So why would anyone choose one over the other?”
10 min	On the board Match the window and the raincoat (see the box). Ask: “Could a window be plastic? Could a raincoat be glass?”
20 min	Plastic hunt Groups test each plastic thing: does it bend, does light pass through, and which number is in its recycling triangle? Children fill Part A.
15 min	Glass or plastic? Pairs sort the eight cards into glass and plastic and give a reason for each. Children do Part B.
10 min	Think about it Children do Part C, then share. Ask: “Plastic does not rot. When is that useful? When is it a problem?”

Running two half-sessions instead? End Session A after the plastic hunt; start Session B with the cards.

On the board

In “Match the property to the use” press “A window” and “Show match”: glass, transparent and rigid. Press “A raincoat” and “Show match”: plastic, waterproof and flexible. Two different jobs, two different materials.

seegongsik.com/au/y4/chemical/AC9S4U04

Watch for these ideas

“Plastic is one material.” There are many kinds of plastic, with different properties: a soft bag and a hard lid.
“Glass is natural because it is made from sand.” People melt the sand to make glass, so it is a made material.
“Plastic is always bad.” It is useful and safe for many jobs; the problem is plastic that is thrown away and lasts for years.

Make it easier, make it bigger

Easier: sort four cards together (the toddler’s bottle, the window, the raincoat and the oven dish).
Bigger: find out what the numbers in recycling triangles mean, and which ones our council collects.

Answers and look-fors

Part A answers vary; a bag is flexible and a lid is rigid; a bottle is often transparent; most have a number from 1 to 7 in a recycling triangle.
Part B, the usual choices: a drink bottle for a toddler, plastic (it does not shatter when dropped); a window in a house, glass (it is clear and hard, so it does not scratch easily); a jar for homemade jam, glass (it can be washed in very hot water and used again); a lunchbox, plastic (it is light, seals tight and survives a fall); a raincoat, plastic (it is flexible and waterproof); an oven dish, glass (oven glass can take the heat; most plastic would melt); a mirror, glass (it can be made very flat and smooth); a bucket, plastic (it is light and does not break when knocked).
Part C: a bucket that does not rot lasts for years; a plastic bag that does not rot stays on a beach or in the sea for a very long time.

Safety: glass stays with the teacher. Plastic things are clean and dry, with no sharp edges.

Lesson 8 · Worksheet

Glass and plastics

NameClassDate

A. Plastic hunt

Plastic thing	Flexible or rigid?	Transparent, translucent or opaque?	Recycling number

B. Glass or plastic? Write the card numbers.

Glass	Plastic

Choose one card. Why is that material the better choice?

C. Think about it

Plastic does not rot. Why is that good for a bucket, but a problem on a beach?

Lesson 8 · Glass or plastic cards (cut out)

Glass or plastic?

Cut out the cards. For each job, decide whether glass or plastic is the better material, and say why.

1a drink bottle for a toddler

2a window in a house

3a jar for homemade jam

4a lunchbox

5a raincoat

6an oven dish

7a mirror

8a bucket

Teacher note: some jobs can go either way, such as a jam jar made of plastic; accept any choice backed by a property.

Lesson 9 · Teacher planLesson 9 of 10

Choosing the best material

Engineers and designers choose materials by testing them against what the job needs. The job today: a small umbrella for a toy, which has to keep the water out, fold without tearing and be light to carry. Children test four canopy materials, pouring the same amount of water over each one stretched across a cup, then fold each one, and choose the best material with their results as evidence.

We are learning to

list what a job needs from a material,
test materials fairly against each need,
choose the best material and back the choice with evidence.

Success criteria

I can name the needs of the job and test each material against them.
I can say which material I chose and give a test result that shows why.

You need

for each group: squares of cotton cloth, plastic, paper, foil, four cups, four rubber bands, a measuring jug and water,
a timer and paper towel for spills,
the worksheet (next sheet), one per child, and the exit tickets (third sheet).

Lesson flow (about 60 minutes)

5 min	The job Hold up a toy that needs an umbrella. Ask: “What does an umbrella need to do? Which properties does that ask for?”
5 min	On the board Choose a drink bottle material (see the box). Ask: “How did the picture decide which material was best?”
10 min	Plan Children do Parts A and B. Groups stretch each square over a cup and hold it with a rubber band.
25 min	Test Pour 20 mL of water slowly over each canopy, wait 1 minute, lift the canopy off and measure the water in the cup. Then fold each square in half three times and look for tears. Children fill Part C. Ask: “Is it fair if one canopy gets the water poured faster? How will you keep it the same?”
15 min	Choose Children do Part D, then share their choices and the evidence. Each child fills an exit ticket.

Running two half-sessions instead? End Session A after the plan; start Session B with the tests.

On the board

In “Choose the best material for a drink bottle” press Plastic, Paper and Steel in turn. Each one is checked against three needs, with a tick or a cross; plastic fits all three. Today the class does the same for an umbrella, with real tests.

seegongsik.com/au/y4/chemical/AC9S4U04

Watch for these ideas

“The best material is the one I like.” The best material is the one whose test results fit the needs.
“Foil kept the water out, so it is best.” It passed one test, but it crinkles and can split when folded: check every need.
“Paper is no good for anything wet.” Paper failed today’s test, but a paper towel is made to soak water up.

Make it easier, make it bigger

Easier: test two materials only (cotton cloth and plastic) and compare.
Bigger: add a fourth need, such as letting light through, and decide whether the choice changes.

Answers and look-fors

Part C, the usual results: the plastic and the foil let no water through; the cotton and the paper let some through, and wet paper tears. The plastic and the cotton fold without tearing; the foil crinkles and can split along the folds.
Part D: plastic, because it let no water through, folded without tearing and is light.
Exit ticket: 1 plastic; 2 a result such as “0 mL got through”; 3 a labelled umbrella made of the chosen material.

Safety: wipe up spilt water straight away; a wet floor is slippery.

Lesson 9 · Worksheet

The umbrella test

NameClassDate

A. What the umbrella needs

It keeps the water outIt folds without tearingIt is light to carry

B. My prediction

The best material will be ______, because

C. Our tests (20 mL poured on each)

Material	Water through (mL)	Folds without tearing?	Light to carry?
cotton cloth
plastic
paper
foil

D. Our choice

We chose ______, because our tests showed

Lesson 9 · Exit tickets (cut out)

Exit tickets

Print one sheet for every four children and cut along the dashed lines. Each child answers a ticket alone before leaving.

Exit ticket

Name

1. Circle one. Our best umbrella material was ( cotton / plastic / paper / foil ).

2. One test result that shows it: ______________

3. Draw the toy’s umbrella and label its material.

Exit ticket

Name

1. Circle one. Our best umbrella material was ( cotton / plastic / paper / foil ).

2. One test result that shows it: ______________

3. Draw the toy’s umbrella and label its material.

Exit ticket

Name

1. Circle one. Our best umbrella material was ( cotton / plastic / paper / foil ).

2. One test result that shows it: ______________

3. Draw the toy’s umbrella and label its material.

Exit ticket

Name

1. Circle one. Our best umbrella material was ( cotton / plastic / paper / foil ).

2. One test result that shows it: ______________

3. Draw the toy’s umbrella and label its material.

Teacher note: for 1, accept the material the child’s own results back; most groups choose plastic.

Lesson 10 · Teacher planLesson 10 of 10

Show what we know

The summative lesson, run as a celebration. Each child chooses one everyday object, such as a schoolbag, a bike or a lunchbox, and makes a labelled poster of it: every material, whether it is natural or made, one property of each, and why that property suits the job. They gallery-walk each other’s posters, sit the final check alone, and close with the on-screen quiz as a class game.

We are learning to

name the materials in an object and sort them into natural and made,
explain how each material’s properties suit its use,
show what we know on our own on the final check.

Success criteria

My poster labels each material and says which property makes it right for the job.
I can show on the final check what natural and made materials are and how their properties decide their use.

You need

card or large paper, coloured pencils, and leftovers from the term such as the test strips,
the poster-plan worksheet (next sheet) and the final check (third sheet), one each per child,
the interactive unit open for the closing quiz.

Lesson flow (about 60 minutes)

10 min	Brief and plan Set the task and show the five things a poster needs (Part A). Children choose an object and plan. Ask: “Which object will you choose? How many materials is it made of?”
20 min	Making time Children draw their posters. Circulate and ask each child to explain one material: what property it has, and why that suits the job.
10 min	Gallery walk Half the class stands by their posters while the other half visits, then swap. Visitors find one natural and one made material on each poster. Ask: “If this part were made of a different material, would the object still work?”
10 min	Final check Hand out the final check. Children work alone. Read each item aloud once; help with reading, not with answers.
10 min	The class quiz Run the unit quiz on the board as a whole-class game (see the box). Ask: “One last time: why is a window glass and a raincoat plastic?”

Running two half-sessions instead? End Session A after making time and keep the posters safe. Start Session B with the gallery walk, then the final check and the class quiz.

On the board

Open the interactive unit and scroll to the self-check quiz at the bottom of the page. Read each question aloud, the class votes with hands up for each option, then one child taps the answer the class chose. Five questions, and every one is something this class has tested this term.

seegongsik.com/au/y4/chemical/AC9S4U04

Watch for these ideas

Objects named as materials under pressure, such as “it is made of bag”. Ask: what is the bag made of? Then step back.
Reasons that name a colour or a liking. Ask: what can this material do that the job needs?
Paper sorted as natural again. Ask: what did people do to the wood to make paper?

Make it easier, make it bigger

Easier: choose an object made of one or two materials, such as a spoon or a T-shirt.
Bigger: redesign the object with one material changed, and explain what would get better and what would get worse.

Answers and look-fors

Final check marking guide: 1 wool. 2 steel. 3 opaque. 4 plastic is waterproof, so the rain stays out; paper soaks up water and tears. 5 any two of: strong, hard, shiny when polished, rings when tapped, can be pressed into shape, lets heat through quickly. 6 transparent and rigid (waterproof also counts). 7 for example wool for a jumper because it keeps you warm, cotton for a towel because it soaks up water. 8 any object, its material and a property that suits the job.
A score of 6 or more out of 8, plus a poster that names each material and gives a property reason for it, meets the descriptor. The rubric near the front of the pack turns this into a level.
Meeting the idea at the gallery sounds like “the strap is nylon because it is strong and flexible, and the buckle is plastic because it is light and rigid”.

Lesson 10 · Worksheet

My material poster

NameClassDate

A. Tick each one as you add it to your poster.

the object and its name

each material, labelled

natural or made, for each

one property of each material

why that property suits the job

My object is

B. Draw your plan.

C. Explain one material.

The ______ is made of ______, because it is

Lesson 10 · Final check

Show what we know

NameClassDate

Show what you know about materials. Read each one, then circle or write. Take your time.

1. Circle the natural material.

plasticwoolglass

2. Circle the made material.

cottonwoodsteel

3. No light gets through a material at all. Circle the word for it.

opaquetransparenttranslucent

4. Why is a raincoat made of plastic and not paper?

5. Name two properties of metals.

6. A window needs a material that is ________ and ________.

7. Wool and cotton are both natural fibres. Name a use for each one, and say why.

8. Choose an object in our classroom. What is it made of? Which property makes that material a good choice?

Teacher note: read the items aloud one at a time. The marking guide is on this lesson’s plan; the rubric near the front of the pack turns the score into a level.