Materials in Everyday Life

Overview

In this second lesson of “Marvelous Materials Exploration”, students investigate everyday materials through a hands-on sorting task. They learn to identify materials and describe properties such as hardness, flexibility, and texture.

Learning intentions

Students will be able to:

• Identify common materials used in classroom items.
• Describe simple properties of materials using everyday language.
• Sort materials into groups based on shared properties.

WALT: Identify various materials and describe their properties.

Success criteria

I can…

• Name at least three different materials.
• Describe at least one property for each material I choose.
• Sort materials using a property (for example, hard/soft, flexible/rigid).

Curriculum links

• Science: Living things are not the focus; students explore natural and made materials through observable properties and simple comparisons.
• Science inquiry skills: Observe, record and share information from investigations.
• Science understanding: Materials have observable properties that influence how they are used.
• Communication: Use science language to explain observations clearly.

Lesson structure (30 minutes)

1. 0–3 min | Welcome + goal

• Show 3–4 items (for example: wooden block, plastic spoon, metal key, fabric cloth) on a tray.
• Say the WALT and remind students they will use their senses (look, touch, feel) to learn about properties.

2. 3–7 min | Quick video + teacher modelling

• Play a short, child-friendly clip showing different materials and how objects feel (hard/soft, smooth/rough).
• Teacher models one example: “This is metal. It feels cold and hard.”

3. 7–18 min | Hands-on materials sorting

• Give each group of 2–3 students a sorting mat with three headings: wood, plastic, metal (plus an “other” pocket with fabric/cardboard if needed).
• Students handle items one at a time, decide which material group they belong to, then add a simple property card (for example: smooth, rough, flexible, hard).
• Teacher circulates using guided questioning (especially for support): “What does it feel like? Is it hard or soft? Does it bend?”

4. 18–25 min | Property gallery share

• Students place their sorted items on the class “property wall” (hard/soft, smooth/rough, flexible/rigid).
• Each student contributes one material and one property sentence stem: “I found ___ and it is ___.”

5. 25–28 min | Reflection check-in

• Do a rapid oral check: show an item and ask, “What material is it? What property helps you know?”
• Capture 3–4 student answers on the board in simple language.

6. 28–30 min | Exit ticket (quick)

• Students complete one small card: draw or circle one material and write one property (or use picture matches).
• Collect for next lesson planning.

Resources

• Sorting mats with “wood, plastic, metal” labels and an “other” pocket
• Common items: wooden block, plastic spoon, metal spoon/key, fabric cloth, cardboard strip (optional)
• Property picture cards: hard/soft, smooth/rough, flexible/rigid, shiny/dull, waterproof/not waterproof (as age-appropriate)
• Item supply trays and small gloves/tissue for hygiene if needed
• Whiteboard + markers
• Sentence stem cards: “I found ___. It is ___.“
• Short video (downloaded/available offline) demonstrating material properties
• Exit ticket cards with picture options

Assessment

• Formative observation during sorting: correct material identification and use of at least one property word.
• “Property gallery share” listening checklist: each student provides one accurate material + property statement.
• Exit ticket evidence of understanding (draw/circle one material and select/write one property).

Differentiation

• Autism support:
• Provide structured roles within groups (handler, sorter, property matcher).
• Use predictable steps and visual timers; keep instructions short and consistent.
• Offer sensory choices (touch cloth/tissue over items) if needed.
• Dyslexic support:
• Allow exit tickets to use picture matches and oral responses instead of writing.
• Use consistent sentence stems and limit free writing.
• Provide larger print and reduce reading load during sharing.
• EAL support:
• Use picture cards and model sentence frames; pair with a supportive peer.
• Encourage gestures and pointing to property cards while speaking.
• Extension:
• Ask students to compare: “Which is more hard/less flexible?” or “Which property would make it useful for a job?”
• Challenge with an “unknown item” category: predict material from properties.

Success criteria for each lesson

• Identify at least three materials across the activity.
• Describe at least one property for each material named.
• Use sorting to demonstrate understanding of observable properties.

Lesson differentiation extras (teacher notes)

• If a student confuses materials, re-check using one property cue: “Is it hard or soft? Does it bend?”
• Offer a “teacher-led choice” set: present two items at a time to reduce decision load.