Materials Discovery

Overview

In this lesson, students begin a short unit exploring physical science by investigating everyday materials. They will identify properties such as hard, soft, flexible, and rigid, then sort real objects during a material scavenger hunt. They will also create a simple collage to show what they learned.

Learning intentions

Students will be able to:

• identify materials in the classroom
• describe key properties using simple language (hard, soft, flexible, rigid)
• sort items into groups based on a property they observe
• use different materials to create a collage that represents material properties

Success criteria

I can…

• use property words (hard/soft/flexible/rigid) to describe materials I find
• sort at least 6 items into property groups and explain why
• create a collage with clear parts showing different material properties
• show safe handling of materials and take turns during the hunt

Curriculum links

• NZ Curriculum: Science in the Making Sense of Science learning area—students explore materials by observing, describing, and sorting based on properties.
• NCEA-relevant skills (concepts for later standards): investigating involves planning a method, collecting observations, and recording and communicating findings (aligned with AS91187 expectations of practical investigation components).
• Science capability: participating and contributing by working collaboratively and sharing observations during the scavenger hunt (aligned with AS91188 “communicated to the public” style thinking, adapted for junior learners).

Lesson structure (60 minutes)

1. 0–5 min · Welcome and purpose Teacher explains: “Today we are discovering materials and learning how they feel and move.” Students listen, then hold up one quiet item from their desk (or teacher-selected item) and say one property word they notice.

2. 5–12 min · Teacher modelling: property demo Teacher shows four samples (e.g., hard book cover, soft cloth, flexible straw/ribbon, rigid plastic lid) and demonstrates:

• hard: does not bend easily
• soft: can squash or crumple
• flexible: can bend
• rigid: stays in shape Students repeat the property words chorally, then in pairs describe which sample matches a teacher prompt (e.g., “Find something hard.”).

3. 12–18 min · Class co-creates sorting rules Teacher draws four large buckets/boxes on the board or floor mats labelled Hard, Soft, Flexible, Rigid. Students help decide sorting rules using quick whole-class questions: “What should we test—can it bend?” “What do we look for—squashing or shape?” Students choose one test action: press, bend, or hold steady.

4. 18–32 min · Material scavenger hunt Teacher explains safety: “Walk carefully, keep items in your space, and wash hands or use wipes if needed.” Students in groups of 4–5:

• collect assigned items from marked areas in the room (teacher pre-places items)
• place items into the correct property box
• record in a simple class sheet or sticky-note chart: item name/picture + property label Teacher circulates, asking: “What did you try? What did you notice?”

5. 32–40 min · Share and check understanding Teacher facilitates a “Sorting Gallery”:

• One group shows an item they found and the property they chose
• Class compares with evidence: “Did it bend? Did it squash?” Students respond using sentence stems on the board (teacher models):
• “I chose ___ because it is ___.”
• “I changed my mind when I noticed ___.”

6. 40–53 min · Art project: property collage Teacher introduces the collage task:

• Create a collage using different materials to represent the properties
• Include at least one section for two properties (e.g., hard and soft; or flexible and rigid) Students:
• choose a paper base
• glue materials into labelled areas (or use pre-printed label cards)
• add a drawing/label: Hard / Soft / Flexible / Rigid Younger students may use teacher-provided pictorial labels and larger glue sticks.

7. 53–60 min · Exit ticket and tidy Teacher gives a quick exit ticket:

• Students complete one “I can” statement: “Today I found something ___ (hard/soft/flexible/rigid). It ___ (bent/squashed/stayed in shape).” Students submit, then help tidy and return any remaining materials.

Resources

• Pre-collected classroom materials for sorting (e.g., cloth, sponge, rubber band, paper, foil, plastic lid, cardboard piece)
• 4 labelled sorting zones (Hard/Soft/Flexible/Rigid) using buckets, tubs, or floor mats
• Student recording sheets with pictures/boxes for item + property
• Sticky notes or label cards (property words)
• Safety: hand wipes/sanitiser, gentle handling instructions
• Art materials: glue sticks, safety scissors (if used), paper base, assorted recyclables (safe, cleaned), crayons/markers
• Teacher sample set for demonstration

Assessment

• Formative: observe group sorting during the scavenger hunt; check that students match items to property words and give a reason tied to observation (bending/squashing/shape).
• Formative: during gallery sharing, listen for sentence-stem use and accurate property vocabulary.
• Summative for the lesson: exit ticket showing one correct property description and one observation (e.g., “It bends” for flexible).

Differentiation

• Support: provide visual cue cards showing each property with a simple action icon (press/bend/hold shape) and sentence stems for recording.
• Support for early readers: allow students to draw item pictures instead of writing names.
• Extension: challenge students to find a “mixed property” item (e.g., something that is hard but can bend slightly) and explain their choice.
• EAL/SEN: rehearse property words with gesture; allow demonstration before writing/drawing; offer one-on-one prompts (“Try bending—does it change shape?”).