Matter senses

Overview

Today students explore common materials by using their five senses to notice observable properties such as colour, texture, shape, hardness and flexibility. Students then use their observations to write short sentences about what they noticed.

Learning intentions

• WALT identify observable properties of materials using their five senses.
• WALT compare and describe materials using science words (e.g., smooth, rough, hard, soft, bendy).
• WALT record observations in a simple written format that matches what we observed.

Success criteria

• I can describe a material by naming at least two observable properties.
• I can use two or more science words (for example: smooth/rough, hard/soft, bendy/not bendy).
• I can write a sentence that starts with a correct sentence starter (e.g., “The ___ is ___.”).

Curriculum links

• Physical Science (Materials and their properties): identifying observable properties of materials using the five senses (where appropriate), such as shape, texture, colour, hardness, flexibility.
• Physical Science (Materials and their properties): materials have observable properties (e.g., shape, texture, colour, hardness, flexibility).
• Science writing link: students use observations to create meaning and communicate ideas, supporting thinking and participation in science.

Lesson structure (40 minutes)

1. 0–5 min · Hook. Teacher shows a mystery “materials bag” (no labels) and gently shakes it; students predict what they think is inside using one sense only (touch or sight) and share one prediction. Students say one guess and one reason using “I think…” and “because…”

2. 5–12 min · Sensory teach. Teacher displays a quick chart with a few examples (paper, sponge, plastic cup, wooden block) and models how to observe safely: look first, then feel (with hands), then optionally listen/smell only if appropriate to the item. Teacher demonstrates “hard vs soft” and “bendy vs not bendy” using two objects. Students practise with teacher-led items at their table: they take turns saying one property they notice.

3. 12–25 min · Hands-on station investigations. Teacher explains the investigation: in pairs, students choose one material set from 3 stations and rotate every 4–5 minutes. Students check and record properties using the five senses tool (sight and touch are required; hearing and smell only if teacher allows and it’s safe). Students complete a simple “Look/Touch” recording sheet: they circle or tick properties (colour, texture, hard/soft, bendy/not bendy) and write one short word or phrase for each.

Stations (teacher prepares before class):

• Station A (Texture & colour): fabric swatch, paper, sandpaper piece, plastic film
• Station B (Hardness & softness): wooden block, sponge, rubber eraser, foam piece
• Station C (Bendy & shape): ruler strip or card strip, flexible plastic strip, clay ball (optional), pipe-cleaner (only bendy test)

Safety reminder: students do not put materials in their mouths and wash/clean hands if needed.

4. 25–33 min · Share and build sentence language. Teacher leads a quick class sharing round: each pair shows one material and names two properties using sentence stems on the board. Students practise oral sentences first: “The ___ is ___. It is also ___.”

Teacher prompts:

• “How do you know it’s rough/smooth?”
• “Is it hard or soft?”
• “Can you bend it? How do you know?”

5. 33–40 min · Writing link: science sentence. Teacher models writing one sentence on the board using a gathered example from students, then releases students to write their own. Provide a writing frame with a choice of sentence starters and a word bank. Students write one complete sentence about one material they tested:

• “The ___ is ___.”
• “It is ___ and ___.” Students also add a drawing of the material (simple outline or label).

Resources

• Materials for stations (paper, sponge, wooden block, foam, rubber, fabric swatch, sandpaper, plastic film, flexible plastic strip, card strip, pipe-cleaner if used)
• Safety equipment: bin for waste, wipes/hand wipes, and a clear “no mouth” reminder
• “Five senses” observation sheet with property icons (colour, texture, hard/soft, bendy/not bendy)
• Clipboards or table mats for recording
• Sentence starter cards and a word bank (smooth, rough, hard, soft, bendy, not bendy, round, flat, strip, shiny/matte if appropriate)
• Timer for station rotation
• Whiteboard/chart paper for modelling sentences

Assessment

• During station work: teacher uses a quick checklist to note whether students name observable properties using at least two science words.
• During sharing: teacher listens for accurate property language (e.g., “hard” not “heavy”; “rough” not “bad”).
• Exit writing check (last 7 minutes): teacher reviews each student’s sentence for at least one correct observable property and clear sentence structure.

Differentiation

• Support: provide sentence starters and a word bank; allow students to circle/tick properties first, then copy one word into the writing frame.
• Support for fine-motor needs: offer a pre-drawn frame for the drawing and allow writing using phonetic spelling if needed, focusing on the property words.
• Extension: challenge students to write two sentences (or add a “because” clause) such as “It is bendy because I can bend it.”
• EAL learners: use visual icons and model the sentence stems with gestures; encourage oral rehearsal before writing.