Materials Have Jobs

Overview

This 30-minute lesson is designed for Year 0-1 students to explore the properties of different materials and their effectiveness in blocking sunlight. It is Lesson 4 of 10 in the "Designing Solutions for Our World" unit in Technology, aligned with the New Zealand Curriculum Refresh (Te Mātaiaho and Technology Learning Area). Students will investigate, test, and then rebuild a sun-shade using the most effective material, developing foundational technological knowledge and capabilities appropriate for their age.

Curriculum Links

Technology Learning Area Achievement Objectives (Level 1)

Technological Practice: Plan and develop a simple outcome, using materials, components, tools, and equipment【NZ Curriculum Refresh - Technology Refreshed】.
Technological Knowledge: Recognise that materials have properties that make them suitable for particular purposes, and explore how these properties can be used when designing and making【Technology Curriculum】.
Technological Modelling: Investigate and compare simple models of technological outcomes to understand their form, function, and suitability【Technology Curriculum】.

Key Competencies (NZ Curriculum)

Thinking: Investigating materials and making decisions based on observations and testing.
Using language, symbols, and texts: Communicating observations and ideas.
Managing self: Taking responsibility for own learning through participation.
Participating and contributing: Collaborating in activities and sharing findings.

Learning Objectives

By the end of this lesson, students will:

Identify different materials and describe simple properties (e.g., see-through, thick, thin).
Understand that materials have jobs or purposes because of their properties.
Conduct a simple test comparing materials for blocking sunlight.
Choose the best material for rebuilding a sun-shade to block sunlight effectively.
Communicate their findings through discussion and demonstration.

Resources Needed

Samples of various materials: fabric, aluminium foil, cardboard, plastic wrap, paper, bubble wrap, etc.
Small trays or boxes for material samples.
Natural sunlight (classroom window/outdoor area).
Existing simple sun-shade frame or materials to build one.
Visual chart or sorting board.
Sunlight-sensitive "test area" (e.g., a small plant, heat-sensitive paper, or just observation of shade).
Markers and paper for drawing or simple notes.

Lesson Structure

1. Getting Started (5 minutes)

Activate prior knowledge and set the context:

Briefly remind students about the sun-shade they built in previous lessons.
Ask: "What do we want our sun-shade to do?" (Guide to blocking sunlight and keeping cool.)
Introduce the idea: "Materials have jobs – they can do different things because of their properties."

Introduce materials:

Show a variety of materials, naming each (fabric, foil, cardboard, etc.).
Quickly ask students to describe each material in one or two words (e.g., shiny, thick, soft).

Curriculum links: Engage students’ curiosity and use oral language for expressing ideas【Technology Curriculum】【Key Competencies - Using language】.

2. Investigating Materials (10 minutes)

Exploration and testing:

In small groups (2-3 students), have samples of materials.
Together, place pieces of each material in sunlight or over a "test area."
Ask students to look carefully and discuss: Does this material let sunlight through? Does it block it? How does it feel?
Scaffold by prompting questions like: “Is it see-through? Does it let heat through?”

Teacher role:

Guide and prompt thinking.
Help students to notice differences and make simple comparisons.
Record or visualise key observations on a chart (e.g., ‘Blocks Sunlight’ / ‘Doesn’t Block’).

Curriculum links: Encourage exploring and describing material properties, reasoning why materials might be good for the sun-shade【Technology Curriculum - Technological Knowledge】【Key Competencies - Thinking】.

3. Choosing the Best Material (5 minutes)

Review the chart together.
Ask students: "Which material is best for blocking sunlight? Why?"
Facilitate a democratic choice for the material they will use to rebuild their sun-shade.

Curriculum links: Decision-making based on investigation evidence【Technology Curriculum - Planning】【Key Competencies - Participating and contributing】.

4. Rebuild the Sun-shade (8 minutes)

Students work collaboratively to rebuild or modify the sun-shade using the material they chose.
Encourage problem-solving: How will they attach or arrange the material? What shapes or positions work best?
Teacher supports with tools/materials as needed.

Curriculum links: Engage in simple technological practice by selecting appropriate materials and working together to make a functional outcome【Technology Curriculum - Technological Practice】【Key Competencies - Managing self, Participating and contributing】.

5. Connecting and Reflecting (2 minutes)

Gather as a class.
Ask students to show their sun-shade and explain why they chose the material.
Summarise the learning: "Materials have jobs because of how they work. Today, we found the best material to block sunlight."

Curriculum links: Communicate about technology and learning; reflect on experience and connect to purpose【Technology Curriculum】【Key Competencies - Using language, Thinking】.

Differentiation and Inclusion

Use concrete, tactile materials to support varying sensory needs.
Allow oral instead of written expression.
Use peer support in mixed-ability pairs.
Scaffold language with bilingual labels if required, connecting to student heritage languages.

Assessment

Formative assessment through observation and questioning:

Can the student identify simple properties of materials?
Does the student participate in testing and make relevant observations?
Is the student able to contribute an idea or preference for the best material and explain why?

Evidence collection:

Teacher notes from group discussions.
Photos of students’ sun-shades.
Student drawings or verbal reflections documented.

Assessment aligns with Level 1 Technology curriculum expectations for exploring materials and properties and simple design outcomes【Technology Curriculum】【Te Mātaiaho Maths & Literacy links – oral language development supports understanding】.

Teaching Tips to Wow

Use a mini "scientist" role-play, where students wear lab coats and investigate materials.
Use a "sound test"– tap materials to compare textures before testing sunlight.
Link to local environment (e.g., discussing the importance of shade in Aotearoa summer).
Pose “I wonder” questions to stimulate investigation curiosity, e.g., "I wonder if the shiny side or dull side of foil blocks more sun?"
Use a simple digital camera or tablet for students to photograph their test setups and sun-shade rebuilds as part of documenting their design process.

This lesson fosters curiosity, collaboration, communication, and foundational technological thinking aligned with the New Zealand Curriculum Refresh for years 0-1.

If desired, I can provide follow-up lesson plans or extension ideas to deepen this learning.

Teaching Instructions