Solids All Around

Grade

1st Grade

Duration

30 minutes

Class Size

20 students

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Curriculum Alignment

British Columbia Curriculum – Science K-1:

• Big Idea: Objects have properties and materials can be sorted based on their properties.

• Curricular Competencies:

  • Observe objects and materials using their senses (touch, sight)
  • Sort and classify materials according to observable properties
  • Communicate observations and ideas using simple drawings and oral language

• Content:

  • Properties of solids: shape, texture, colour
  • Exploration of everyday solid objects

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Learning Objectives

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

• Identify and describe various solid objects in their classroom environment.
• Use senses (sight, touch) to observe and note the properties of solids: shape, texture, and colour.
• Sort and group solid objects based on one or more of their observable properties.
• Share descriptions and reasoning for their sorting choices verbally.

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Materials Needed

• Assorted solid objects collected from classroom (20 objects – e.g., wooden blocks, plastic toys, books, shoes, pencil cases, fabric pieces, small boxes, etc.)
• Sorting mats labelled with properties: Shape, Texture, Colour
• Whiteboard and markers
• Observation sheets (simple with pictures and space to draw/write)
• Basket or tray for collecting objects
• Magnifying glasses (optional, for enhanced observation)

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Lesson Outline

1. Introduction (5 minutes)

• Engage & Connect:
  Gather students in a circle and ask, “What is a solid? Can you name some solids you know?”
  Show examples of solids vs liquids to revisit from Lesson 1, emphasizing today’s focus on solids.
• Set the Purpose:
  Explain: “Today we will explore solids all around us, using our eyes and hands. We will look at how solids can be different and sort them based on what we notice!”

2. Exploration and Observation (10 minutes)

• Group Activity – Classroom Solid Hunt:
  Divide class into 4 groups (5 students each). Each group receives a basket/tray.
• Students will quietly explore the classroom to find and collect solid objects (teacher provides guidance to keep it safe and manageable).
• Return to carpet or tables to examine collected solids.
• Use guiding questions:
  • “What shape is this object?”
  • “How does it feel? Is it smooth or rough?”
  • “What colour is it?”
• Optional: Use magnifying glasses for closer look.

3. Sorting and Discussion (10 minutes)

• Sorting:
  Place sorting mats labelled Shape, Texture, Colour on the floor or table.
• Each group decides how to organise their solids (e.g., by shape: square, circle, rectangle; by texture: smooth, rough; by colour: red, blue, green).
• Encourage students to explain their reasoning aloud as they sort.
• Rotate groups to observe each other's sorting and add answers or discuss differences.

4. Sharing and Reflection (5 minutes)

• Bring students together and invite one volunteer per group to share how they sorted their objects and why.
• Teacher summarises key points: solids keep their shape, they have different textures and colours, and we can sort them in many ways.
• Introduce a simple key vocabulary display for reference: SOLID, SHAPE, TEXTURE, COLOUR.

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Assessment

• Formative assessment through observation of student participation during the hunt, sorting accuracy, and explanations.
• Collect and review observation sheets for evidence of understanding.
• Use oral questioning to check clarity of concepts and vocabulary usage.

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Differentiation

• For students needing support:
  Provide pre-selected objects and simplified sorting tasks. Use sentence starters for discussion: “This object is… because…”
• For advanced learners:
  Challenge students to sort by more than one property at a time or to find objects with the same texture but different colours.

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Home Connection

Send a simple note home encouraging families to help their child find three solid objects at home and talk about their properties (shape, colour, texture). This reinforces learning and builds observation skills outside school.

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Teacher Reflection and Next Steps

Post-lesson, reflect on students’ ability to distinguish and categorise solids. Note any misconceptions or particularly insightful observations. Use feedback to prepare effectively for Lesson 3: “Liquids and Their Stories,” linking solids to liquids and expanding sensory understanding.

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End of Lesson