Materials Around Us

Overview

In this first lesson of “Marvelous Materials Exploration”, students explore a variety of everyday materials through a hands-on sorting activity. They learn that different materials have different properties, and they begin to use science language to describe them.

Learning intentions

Students will be able to:

• identify common materials (such as wood, plastic, metal, glass, fabric, paper)
• describe at least one property for each material (such as hard/soft, smooth/rough, bendy/stiff, shiny/dull, waterproof/absorbent)
• sort materials using observable properties
• explain their choices using simple scientific reasons

Success criteria

• I can name at least three different materials.
• I can describe one property for each material I name.
• I can sort items into groups and say why they belong together.
• I can use science words such as hard/soft, smooth/rough, shiny/dull, bendy/stiff.

Curriculum links

• Science inquiry skills: observing closely, describing what they notice, and asking questions.
• Science understanding: identifying that materials have observable properties and can be grouped based on those properties.
• Using language to communicate observations and explanations in an age-appropriate way.

Lesson structure (30 minutes)

1. 0–3 min | Welcome + WALT

• Show a short picture slide or quick demonstration of materials (wood ruler, plastic container, metal spoon, paper).
• Say: “Today we are learning to identify materials and describe their properties.”
• Students repeat the WALT in their own words.

2. 3–8 min | Video hook + talk

• Play a short teacher-recorded or curated video showing everyday materials being handled and discussed (about 2–3 minutes).
• Pause and ask: “What do you notice? Is it hard or soft? Smooth or rough?”
• Teacher models correct science words and keeps questions concrete and observable.

3. 8–18 min | Hands-on investigation: Sort & feel

• Set up stations with small item trays. Include a mix: wood block/popsicle stick, plastic cup/plastic spoon, metal key/foil piece, paper sheet/cardboard strip, fabric scrap, and glass pebble/bead (safe options).
• Students work in pairs at the table: they choose 6–8 items to sort into groups.
• Provide “property choice” prompts on cards (Hard/Soft, Smooth/Rough, Shiny/Dull, Bendy/Stiff, Waterproof/Absorbent).
• Teacher guides with questions:
• “How do you know?”
• “What did you use to decide—feel, look, or something you tested?”

4. 18–24 min | Quick share: Show your sorting

• Each group shares one material group and one property (e.g., “The metal is shiny and hard.”).
• Teacher records student language on a simple class chart under “Material” and “Property.”
• Emphasise: properties are things we can observe or test.

5. 24–28 min | Guided wrap-up: My 3-material statement

• Students complete a short “My Materials” response:
• Draw/colour 3 items and write (or have an adult scribe) one property sentence each.
• Dyslexia-friendly support: allow spoken responses, use sentence starters, and provide cut-and-paste word banks.

6. 28–30 min | Exit ticket + check

• Exit ticket: “Name three materials and one property for one of them.”
• Collect tickets; quickly scan for common correct properties and gaps to address next lesson.

Resources

• Small trays of safe common items: wood (popsicle sticks), plastic (cup/spoon), metal (spoon/foil piece), paper/cardboard, fabric scrap, glass bead (safe, large)
• Sorting mats with property headings (Hard/Soft, Smooth/Rough, Shiny/Dull, Bendy/Stiff, Absorbent/Waterproof)
• Pictorial material cards (show material type + a simple matching picture)
• Property word cards and sentence starters (with large print)
• Class chart for “Material” and “Property”
• Short video clip (2–3 minutes) about materials and properties
• Observation tools: magnifiers (optional), small water container for a teacher-led quick absorbent test demo (only if safe and supervised)
• Student response sheets or mini recording booklets
• Timer and visual schedule cards

Assessment

• Teacher observation checklist during sorting: can students name materials and link to an observable property?
• Review of “My Materials” response: at least three materials named and at least one property described.
• Exit ticket: quick evidence of understanding (one correct property stated for a material).

Differentiation

• Provide pictorial cards so students can match items to materials and properties without relying on heavy reading.
• Guided questioning: use a “Feel/Look/Test” prompt to scaffold explanations.
• Autism support: give clear routines, predictable station roles (Materials picker / Property checker), and limit choices to 6–8 items.
• Dyslexia support: offer audio recording option, oral response, and word banks with large, clear fonts; reduce copying by allowing drawing plus one-word label.
• Fine-motor support: pre-cut or larger items; allow students to place items using containers rather than fingertips for small pieces.
• Extension: challenge students to sort by a second property (e.g., first by hard/soft, then within that group by shiny/dull).
• EAL support: use visuals for each property, model one example sentence, and accept first-language oral explanations before translating to key English words.

Success criteria for each lesson

• Students can name at least three different materials.
• Students can describe at least one property for each material named.
• Students can sort materials using observable properties and explain why using science words.