What Makes Up Everything?

Overview

In this first lesson of Discovering Materials Around Us, students are introduced to the idea that objects are made from materials. They explore familiar classroom objects, discuss whether materials are natural or made by people, and share observations using simple scientific language.

Learning intentions

Students will:

• recognise that objects are made from one or more materials
• identify some familiar natural and made materials
• describe observable properties such as colour, texture, hardness and flexibility
• share observations and ideas with others

Success criteria

• I can name what an object is made from.
• I can identify whether a material is natural or made by people.
• I can describe a material using words about how it looks or feels.
• I can explain my thinking to a partner or the class.

Curriculum links

• Recognising that objects can be composed of different materials and describing observable properties.
• Representing observations in provided templates and identifying patterns with guidance.
• Using scientific vocabulary to communicate observations and ideas.

Lesson structure (45 minutes)

1. 0–5 min · Hook and wonder. Teacher displays a wooden pencil, plastic drink bottle, metal spoon and cotton shirt, then opens with the hook and mystery-object slides and asks, “What do you think each object is made of?” Students quietly observe, share an initial idea with a partner and listen to different suggestions.

2. 5–12 min · What is a material? Teacher explains that a material is what an object is made from, modelling that one object can contain more than one material; for example, a pencil may include wood, paint, graphite and metal. Students help identify the materials in the displayed objects and repeat the sentence frame, “The ___ is made from ___.”

3. 12–18 min · Natural or made? Teacher introduces the terms natural material (found in nature, such as wood, wool, cotton or stone) and made material (changed or produced by people, such as plastic, glass, paper or steel), using the natural-and-made-material slides. Students give thumbs-up, thumbs-down or sideways responses as the teacher shows pictures of materials and objects, explaining one choice where possible.

4. 18–30 min · Partner object investigation. Teacher places safe, familiar objects at tables and models how to observe without tasting, throwing or pulling objects apart. In pairs, students examine two or three objects, using a magnifying glass where available, and record or draw their observations on the materials observation sheet. They identify the material or materials and choose describing words such as smooth, rough, hard, soft, flexible, stiff, shiny, dull, heavy or light.

5. 30–38 min · Share and group thinking. Teacher invites pairs to share one object, its material and one observable property, recording responses on the board and revisiting the discussion and sorting slides. As a class, students help group examples by material type or property, noticing patterns such as several objects being made from plastic or several materials being hard.

6. 38–45 min · Review and exit response. Teacher returns to the opening objects and asks whether students would change any first ideas, then presents the final review slide. Students complete the final section of the materials observation sheet by drawing one classroom object and finishing the sentence, “It is made from ___ and it is ___.” Invite several students to share before collecting the sheets.

Resources

• the materials introduction slide deck
• the materials observation sheet
• Safe classroom objects made from wood, plastic, metal, paper, glass, fabric or rubber
• Child-safe magnifying glasses
• Pencils, crayons and clipboards or table mats
• Whiteboard and markers
• Optional picture cards or photographs of natural and made materials

Assessment

• Listen during partner talk for correct use of object, material, natural and made; clarify confusion through modelling and rephrasing.
• Check observation sheets for a named or drawn object, an appropriate material and at least one observable property.
• Use the final drawing and sentence as an exit assessment. Note students who identify an object rather than its material, or who need support distinguishing natural from made materials.

Differentiation

• Provide real objects, photographs and gestures alongside spoken explanations. Use sentence starters: “The object is ___.” “It is made from ___.” “It feels/looks ___.”
• Pair students strategically and allow oral responses, drawing or adult scribing on the worksheet. Pre-teach and display picture-supported words such as wood, plastic, metal, soft and hard.
• For students requiring additional support, investigate one object at a time and offer two material choices. Avoid requiring students to handle materials that cause sensory discomfort; allow looking, pointing or using a tool instead.
• Challenge students to find an object made from two or more materials and explain why different parts may need different materials, such as a metal spoon with a plastic handle.