Hard or Soft?

Overview

In lesson 4 of Materials All Around Us, students compare everyday materials by gently testing whether they feel hard or soft. They predict, test, listen to classmates’ observations, record results in a class table, and independently sort materials on a worksheet.

Learning intentions

• WALT identify the observable property of hardness.
• WALT make a prediction before testing a material.
• WALT gently test and compare different materials.
• WALT record and sort materials according to whether they are hard or soft.

Success criteria

• I can use the words hard and soft to describe a material.
• I can make a sensible prediction and then test it safely.
• I can say whether my test matched my prediction.
• I can sort and record materials in the correct group.

Curriculum links

• Science — Materials and their properties: objects are made of different materials.
• Science — Materials and their properties: materials have observable properties, including hardness.
• Science — Materials and their properties: identify properties using the senses, where appropriate.
• Science — Materials and their properties: compare and group everyday materials according to shared physical properties.

Lesson structure (45 minutes)

1. 0–5 min · Hook and recall. Open with the hook and recall slides and show a familiar object such as a wooden block and a sponge. Ask, “How could we find out which one is harder?” Students turn and talk, then share ideas from earlier lessons about objects and the materials they are made from.

2. 5–12 min · Teach the property. Use the hardness teaching slides to introduce hard as difficult to dent or squash and soft as easier to dent or squash gently. Model touching, pressing lightly with one finger, and looking carefully; explain that we do not hit, bend forcefully, taste, or test materials near our faces. Students practise saying, “I think ___ is hard/soft because ___.”

3. 12–16 min · Predict and model. Display three or four safe test items, such as a metal spoon, wooden block, sponge, and cotton wool, using the prediction prompt. Think aloud about one prediction and record it in a large class table with columns for Material, Prediction, and Test result. Students show a hard or soft signal with their hands and explain one prediction to a partner.

4. 16–28 min · Partner investigation. Place students in nine pairs and give each pair a small tray of safe materials: a wooden block, metal spoon, plastic lid, rubber eraser, sponge, and cotton wool. Revisit the testing instructions before students predict and gently press each item with one finger. Partners take turns as tester and recorder, using the word bank on the hard and soft sorting worksheet to record or draw their predictions and results. Circulate and ask, “What did you notice?” and “What evidence makes you think it is hard or soft?”

5. 28–36 min · Build the class table. Bring students back together and return to the class results discussion. Invite pairs to report one result at a time; place the material name or picture in the class table under Hard or Soft, while noting that some materials may feel harder or softer than others. Discuss any disagreement by retesting gently and asking students to describe what they noticed rather than simply saying they are right.

6. 36–42 min · Independent sorting. Students complete the hard and soft sorting worksheet by sorting pictured materials into the two groups and completing one sentence or drawing to explain a choice. Support students to use the class table and word bank. Early finishers choose one material and draw an object that could be made from it.

7. 42–45 min · Review and exit check. Show the review and exit prompt and ask students to share one hard material, one soft material, and one safe testing rule. Individually, students tell the teacher or a partner: “I tested ___ and found it was ___ because ___.”

Resources

• the complete introduction, teaching, investigation and review slide deck
• the hard and soft sorting worksheet
• Nine trays or baskets of safe everyday materials
• Large class results table on whiteboard or chart paper
• Hard/soft word cards or picture prompts
• Pencils, crayons, and clipboards or writing boards
• Cleaning wipes and a clear testing space

Assessment

• Listen during predictions and partner testing for accurate use of hard, soft, and because. Prompt students to describe observable evidence.
• Check partner records and the class table for sensible comparisons and correct grouping. Re-test materials where students disagree.
• Use the final oral response as an exit check: students identify one material, its property, and evidence from their gentle test.

Differentiation

• Support learners with real objects before the worksheet, picture/word cards, a two-column hard/soft mat, and sentence frames: “I predict ___ is ___.” “I noticed ___.”
• Allow students to draw, point, or give an oral response instead of writing full sentences. Pair students thoughtfully and assign rotating tester and recorder roles.
• For EAL learners, explicitly model the words hard, soft, press, and notice, use gestures and objects, and accept home-language discussion before sharing in English.
• Extend confident learners by asking them to order three materials from hardest to softest and explain why the comparison is more difficult than a simple hard/soft sort.