Building a Material Collage

Overview

This is lesson 5 of 9 in Discovering Materials Around Us. Students revisit familiar materials, identify materials shown in magazine pictures and create a collage that connects materials with everyday products and their uses.

Learning intentions

Students will:

• recognise that objects can be made from one or more materials
• describe observable properties of materials using simple scientific words
• identify how materials are used in everyday products
• represent observations by sorting, drawing, labelling and discussing ideas

Success criteria

• I can name the material shown in a picture.
• I can describe a material using words such as hard, soft, smooth, rough, bendy, shiny or waterproof.
• I can make a collage showing different materials.
• I can explain why a material is useful for an object.

Curriculum links

• Science understanding: recognising that objects can be composed of different materials and describing their observable properties
• Science inquiry: representing observations in provided templates and identifying patterns with guidance
• Students practise sorting, grouping, observing, communicating and using scientific vocabulary.

Lesson structure (45 minutes)

1. 0–5 min · Hook and recall. Teacher displays a collage image and asks, “What materials can you find, and what might each material be used for?” using the hook and recall slides. Students turn and talk, then share material names from previous lessons, such as wood, metal, plastic, glass, paper, fabric and rubber.

2. 5–12 min · Model identifying materials. Teacher shows photographs of everyday products, including a drink bottle, shoe, saucepan and jumper, and models looking closely at one part at a time: “The bottle is mostly plastic. Plastic can be smooth, light and bendy.” Students help identify the materials and properties, using the material examples and vocabulary slides as prompts.

3. 12–17 min · Explain the collage task. Teacher demonstrates choosing a magazine picture, cutting around it safely, placing it on paper and adding a label such as “metal spoon” or “fabric shirt”. Teacher explains that one product may contain more than one material and reminds students to keep scissors pointed down when walking. Students examine the collage planning and observation sheet and repeat the task steps with a partner.

4. 17–32 min · Create the collage. Teacher forms five groups of five and provides each group with magazines, collage paper, child-safe scissors, glue sticks and pencils. Students find and cut out pictures of products, place them on their paper, and label the material or materials they can identify; they may use the collage instructions and property word bank for guidance. Teacher circulates, asking, “What is this object made from?” “What clues helped you decide?” and “Why might this material be useful?”

5. 32–39 min · Record observations. Teacher pauses the class and models completing one row on the worksheet, including the object, material, an observable property and a possible use. Students complete at least three observations about pictures in their collage, drawing or copying words where needed. Groups check that their collage includes different materials and that labels are easy to match to pictures.

6. 39–45 min · Gallery discussion and reflection. Teacher places collages where students can view them and uses the gallery discussion and reflection slides to guide a brief gallery walk. Students identify one material they noticed in another group’s collage and complete the oral sentence, “_____ is useful for _____ because it is _____.” Each student then shares one new observation or points to one labelled example.

Resources

• the complete material collage slide deck
• the collage planning and observation sheet
• Assorted clean magazines with clear pictures of everyday products
• A4 or A3 paper or lightweight cardboard
• Child-safe scissors
• Glue sticks
• Pencils, crayons or coloured pencils
• Sample collage or teacher-made model
• Aprons or table coverings, if required

Assessment

• Listen during the hook and modelling to check whether students can name familiar materials and describe observable properties.
• During group work, use questioning to assess whether students distinguish an object from the material it is made from and recognise that some objects contain more than one material.
• Collect or photograph the collages and worksheets. Check for at least three correctly matched object–material examples, one or more property words and a simple explanation of a material’s use.

Differentiation

• Provide picture and word cards or a visible word bank with icons for materials and properties. Offer sentence starters such as “This is made from…” and “It is useful because…”.
• Pair students strategically and provide pre-cut pictures for students who need support with fine-motor control, cutting or sustained attention. Model one example at a time and give clear, repeated instructions.
• Invite students who are ready to extend their thinking to label more than one material in a product and explain why different parts have different materials.
• Support EAL learners through real objects, gestures, photographs, partner talk and home-language discussion where appropriate. Ensure magazines represent a range of familiar people, homes, clothing and products.