Changing Object Properties

Lesson Overview

• Grade Level: Year 1
• Subject: Science
• Duration: 30 minutes
• Curriculum Area: Alberta Science Curriculum (New)
• Organizing Idea (OI): Matter – Understandings of the physical world are deepened by investigating matter and energy.
• Guiding Question: How can properties of an object be altered?
• Learning Outcome (LO): Students analyze properties of objects and investigate how they can be changed.
• Objective: Students learn what measurable properties are.

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Lesson Structure

1. Engagement (5 minutes) – Hook with a Story & Visuals

To introduce the concept of measurable properties, the lesson will begin with a read-aloud:

Book: “Change It! Solids, Liquids, Gases and You” by Adrienne Mason

• This picture book uses child-friendly language to explore how matter can change states and how properties can shift.
• If the physical book is unavailable, the teacher can use select pages with bright visuals or photographs showcasing different materials (e.g., ice melting, a sponge absorbing water, a balloon stretching).

Discussion Questions:

• "What do you notice about these objects?"
• "How do you think they could change?"
• "Have you ever seen something change shape, size, or texture?"

This section will engage students’ background knowledge and spark their curiosity.

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2. Exploration (10 minutes) – Hands-On Activity: Transforming Objects

Students will conduct a tactile activity centred on observing and altering object properties.

Activity: "Change It with Your Hands!"
Each student will receive a small tray with a variety of objects that have measurable properties. Objects could include:

• Soft Objects: A small sponge, playdough, a cotton ball
• Hard Objects: A small rock, a wooden block
• Stretchable Objects: A rubber band, a deflated balloon
• Shape-Changing Objects: A piece of aluminum foil, a pipe cleaner

Instructions:

1. Sense It! – Have students describe the objects before touching. How do they look?
2. Touch It! – Feel each object. Is it hard? Soft? Stretchy? Rigid?
3. Change It! – Try to change the object in some way. Can you stretch it? Squish it? Bend it? Tear it?
4. Reflect! – Have students share which objects changed easily and which remained the same.

Discussion Questions:

• "Which objects were easiest to change? Why?"
• "Did the objects keep their changed form, or did they go back to normal?"
• "How do you think these properties help us in real life?"

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3. Explanation (5 minutes) – Connecting Properties to Science Words

Introduce key science vocabulary:

• Measurable Properties: Size, shape, hardness, texture, stretchiness
• Changing Objects: Bending, stretching, squishing, breaking

Using the examples from the hands-on activity, model how to describe object properties. Example:

• "This sponge is soft and changes shape when we squeeze it."
• "The rock is hard and cannot easily change."
• "The rubber band is stretchy, but it goes back to its original shape after letting go."

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4. Elaboration (7 minutes) – Writing & Drawing Reflection

Students will complete a short writing reflection in their science journals.

Prompt: Pick one object from the activity. Draw a picture of how it changed. Then, write a sentence about what happened.

Sentence Starter Ideas:

• "I changed the ___ by ___."
• "The ___ was ___, so I could/could not change it."
• "When I ___, it stayed the same/changed a lot."

Encourage students to include a drawing to support their written response.

Extension (if time allows): Pair up students so they can describe their object and change to a friend.

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Assessment & Teacher Notes

Assessment Type	What to Look For
Listening & Participation	Are students using descriptive words when talking about properties?
Hands-On Exploration	Did students attempt to alter objects in different ways?
Writing Reflection	Are students able to describe a measurable property and how it changed?
Discussion Responses	Do students connect object properties to real-life situations?

Teacher Notes & Adaptations:

• Differentiation: Provide sentence stems for students needing additional writing support. Consider allowing oral responses for students still developing writing skills.
• Classroom Management: Use a visual timer to keep transitions smooth during hands-on activities.
• Materials Preparation: Ensure each student has easy access to materials on their trays before beginning the activity.

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Final Thought

This lesson balances visual learning, tactile exploration, and written expression to deepen students’ understanding of how objects change. The combination of storytelling, hands-on engagement, and personal reflection ensures all students stay engaged while meeting the Alberta curriculum standards.

Would love to hear how students respond to the activity—especially their surprises while changing materials! 🎉