Exploring Natural Materials

Curriculum Links

Year Level: Year 2
Subject Area: Science
Focus: Australian Curriculum (ACARA) | Science Understanding – Biological Sciences (ACSSU031)
"Living things grow, change, and have offspring similar to themselves."
Aligned with cross-curricular priorities of Sustainability and Aboriginal and Torres Strait Islander Histories and Cultures.

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Lesson Duration

Total Time: 35 minutes
Class Size: 10 students

Learning Objectives

By the end of the lesson, students will be able to:

• Identify natural materials (such as wood, leaves, shells, and rocks) and explain how they come from living or non-living sources.
• Begin to recognise the role of natural materials in the world of living things, including Indigenous uses of materials.
• Develop observational and classification skills by grouping materials based on their characteristics.

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Materials and Preparation

Materials Required

1. Natural Material Collection: Pre-gather:
   • Leaves of various colours and textures
   • Small rocks or pebbles of different shapes
   • Shells (collected or purchased ethically)
   • Bark or small twigs
   • Wool or cotton samples (representing natural fibres).

   Optional: Include a few items tied to Aboriginal culture, such as gum leaves (if available), with care for cultural sensitivity.

2. Sorting Trays or A3 Paper Sheets — for group activities.
3. "Material Observation Sheets" (one per student) — template for students to draw and label interesting features they notice about each material.
4. Magnifying glasses (two shared per group).
5. A pre-prepared "Guess the Source?" mystery bag with samples (e.g., a rock, a piece of fabric, or a paper card).

Preparation Before the Lesson

• Set up the sorting trays with equal amounts of mixed materials for each group.
• Prepare the mystery bag.
• Print and organise materials observation sheets.

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Lesson Plan

Introduction (5 minutes)

1. Engage Students
   Gather students in a circle. Begin by asking:
   "What do you think 'natural materials' means? Can you see or touch anything around you that is made from nature?" (Encourage examples like "trees give us wood.")

   Use this discussion to highlight that natural materials can come from living things (cotton, wood, shells) or non-living things (rocks, sand).

2. Set the Scene
   Play a quick “Show & Guess.” Pull items one at a time from the mystery bag and ask:
   "Where do you think this comes from?" Guide students into thinking about living and non-living origins without directly giving answers.

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Exploration (15 minutes)

1. Activity 1: Natural Material Investigation (8 minutes)

   • Divide students into small groups with their sorting trays or A3 sheets.
   • Prompt them to examine the provided materials and sort the items into categories:
     • Living sources (e.g., bark, wool)
     • Non-living sources (e.g., rocks, shells).
   • Encourage them to share how they categorised each item and refer back to their discussions from the introduction.

   Support: Use magnifying glasses for students to explore texture or small features. Ask questions like:
   "How does this bark feel different from this smooth rock?"
   "Why do you think a shell is hard?"

2. Activity 2: Aboriginal Perspectives on Natural Materials (7 minutes)

   • Highlight how Aboriginal and Torres Strait Islander Peoples sustainably used natural materials for tools, shelters, and artworks.
   • Show a gum leaf or piece of bark (if available) as an example. Explain that these materials are part of both living things and their environments. Pose the question, "Why is it important to use materials respectfully and not waste them?"
   • Acknowledge sustainability practices, tying them back to respecting natural living systems.

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Explanation (10 minutes)

Consolidating Observations

• Students pair up and complete their individual "Material Observation Sheets" by drawing and describing one material they found most interesting.
  Prompt students with questions, e.g.:
  • "What does it feel like?"
  • "Can you see patterns or colours?"
  • "What do you think it is used for?"

Class Sharing

• Each pair briefly shares their observations with the class, explaining why they grouped their material as living or non-living and what it might be used for.

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Conclusion (5 minutes)

1. Reflection Circle

   • Ask students to complete the sentence:
     "One thing I learnt today about natural materials is..."
   • Reinforce the key idea that natural materials are connected to living things or the earth, and they play important roles in the world.

2. Forward Thinking

   • Pose a quick challenge for students to think about at home: "Can you find one thing made of natural materials in your house?"

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Assessment

• Formative observation of student participation during group sorting.
• Review of completed Material Observation Sheets to assess understanding of characteristics and classification.

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Differentiation

• For students needing additional support, provide pre-labelled cards with item categories (e.g., Living or Non-Living Sources).
• For advanced learners, introduce additional questions about how natural materials undergo changes during use (e.g., wool becomes thread, bark is carved into tools).

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Teacher Reflection

At the end of the day, consider:

• Did the students engage with the handling of natural materials?
• Were they able to classify materials effectively?
• Did they connect to or reflect on environmental stewardship and sustainability?

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This interactive and hands-on exploration of natural materials not only aligns with the Australian Curriculum but also fosters a connection to the environment and respect for cultural knowledge. Enjoy teaching!