Materials Assessment

Overview

This final lesson in Materials All Around Us checks what students know about identifying everyday materials, describing observable properties, grouping similar materials, and explaining why a material is suitable for a purpose. Evidence comes from an individual worksheet, a brief practical observation, student talk, and Seesaw documentation to inform next teaching steps.

Learning intentions

• WALT identify common materials in everyday objects.
• WALT describe observable properties such as hard, soft, smooth, rough, bendy, waterproof and transparent.
• WALT sort materials into groups using a shared property.
• WALT explain why a material is a good choice for a particular use.

Success criteria

• I can name the material an object is made from.
• I can match a material to a property I can observe or test safely.
• I can sort objects and explain the rule for my group.
• I can give a reason why a material is suitable for a use.

Curriculum links

• Science — Physical Science: Materials and their properties: comparing and grouping everyday materials based on shared physical properties.
• Science — Physical Science: observing, describing and communicating features of common materials.
• Te Mātaiaho learning competencies: thinking, managing self, participating and contributing, and using language, symbols and texts to communicate ideas.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and explain. Teacher welcomes students, explains that today is a chance to show what they have learned rather than a test of speed, and displays the assessment introduction slide. Students name one material and one property they remember from the unit.

2. 5–10 min · Model the assessment language. Teacher shows a familiar object, such as a plastic cup, and models thinking aloud: “It is made from plastic. It is smooth and waterproof. Plastic is useful here because it can hold liquid.” Teacher displays the worked example and property picture prompts without giving answers to the assessment. Students rehearse a complete sentence with a partner using the frame: “The ___ is made from ___. It is ___, so it is good for ___.”

3. 10–25 min · Individual assessment worksheet. Teacher gives each student the materials assessment worksheet and reads each instruction aloud, one section at a time. Students independently complete picture-based tasks: identify materials, match properties, sort pictured objects by a stated or chosen rule, and explain one material choice using words, drawing or dictated ideas. Teacher circulates, clarifies vocabulary without supplying answers, and notes students who need repeated instructions, adult scribing or a quiet workspace.

4. 25–35 min · Practical observation check. Teacher calls students in six groups of three to investigate a small selection of safe classroom objects while the rest complete or check their worksheet. At the teacher’s table, students identify two objects, describe one property of each, and sort them into a group according to a property such as bendy/not bendy or smooth/rough. Students explain their sorting rule and make one material-choice statement. Teacher records brief observations and photographs suitable evidence for Seesaw, following class permissions.

5. 35–41 min · Seesaw evidence and sharing. Teacher displays the sorting discussion and explanation prompts and invites several students to share different answers, emphasising that a sorting group can be changed when the rule is clear. Students compare their thinking with a partner, explain one answer using “because”, and, where appropriate, record or revisit their evidence on Seesaw.

6. 41–45 min · Plenary and next steps. Teacher displays the final reflection slide and asks students to complete an oral or drawn reflection: “One property I can identify is ___” and “I still wonder ___.” Students share with a partner and hand in their worksheet. Teacher collects all evidence for review after the lesson.

Resources

• the Materials Assessment slide deck
• the Materials Assessment worksheet
• Safe everyday objects made from wood, metal, plastic, paper, cardboard, rubber and glass alternatives
• Property picture cards or classroom property word cards
• Sorting hoops, hoops made from string, or labelled spaces on a table
• Pencils, crayons and clipboards
• Teacher observation checklist
• Classroom device or tablet for Seesaw
• Hand sanitiser and a clear practical-work area

Assessment

• During the worksheet, check whether students identify materials and properties accurately and whether they can work independently after instructions are repeated.
• During the practical check, record each student’s ability to name a material, describe an observable property, sort by a shared property, and explain a material choice.
• Review worksheets, observation notes and Seesaw evidence after the lesson. Group students for next steps: secure identification, developing property vocabulary, sorting with a clear rule, or explaining how properties suit uses.

Differentiation

• Support students with picture vocabulary, real objects to handle, repeated one-step instructions, sentence frames and opportunities to answer orally, draw or dictate rather than write.
• Pair students strategically for the model and discussion, but complete the main assessment individually so evidence reflects each student’s understanding.
• Provide a quiet space, enlarged worksheet, pencil grip, scribing or speech-to-text support for students with sensory, motor, communication or learning needs.
• Extend students by asking them to sort the same objects in two different ways and explain how the sorting rule changed, or to suggest a different material that could serve the same purpose.