Seeing and Feeling Properties

Overview

In this third lesson of Materials All Around Us, ākonga investigate everyday objects through a hands-on material hunt. They use their senses safely to describe colour, texture, shape, hardness and flexibility, then photograph examples for a Seesaw “property detectives” activity.

Learning intentions

• WALT identify materials that objects are made from.
• WALT describe observable properties using science words.
• WALT compare objects and group them by a shared property.
• WALT record and share evidence from our investigation.

Success criteria

• I can name the material an object is made from.
• I can describe an object’s colour, texture, shape, hardness or flexibility.
• I can explain why two objects belong in the same property group.
• I can take a clear photograph and add a property label or voice recording.

Curriculum links

• Science: Objects are made of different materials.
• Science: Identifying observable properties of materials using the five senses, where appropriate.
• Science: Comparing and grouping everyday materials based on shared physical properties.
• Science capabilities: observing, communicating evidence and participating safely in an investigation.

Lesson structure (45 minutes)

1. 0–5 min · Hook and connect. Open with the hook and learning intention slides showing a mystery classroom object partly covered, and ask, “How could we describe it without saying its name?” Students turn and talk, then share observable clues from previous lessons about objects and materials.

2. 5–12 min · Model property words. Use the property word slides to introduce colour, texture, shape, hardness and flexibility. Teacher models a think-aloud with a pencil case: “It is blue, smooth, rectangular, hard and not very flexible.” Students practise describing a nearby object with a partner; remind them to look and feel gently, never taste or smell unknown materials.

3. 12–16 min · Explain the material hunt. Show the hunt instructions and safety slide and organise six groups of three. Give each group a tray or clipboard, a tablet, and a selected classroom area; explain roles of photographer, property describer and equipment carrier, with roles changing at the next object.

4. 16–30 min · Investigate and photograph. Distribute the property detectives recording sheet and send groups to find four safe objects made from different materials. Students record or draw each object, identify its material, circle or add property words, and photograph two strong examples for Seesaw. Teacher circulates, asks “What is your evidence?” and prompts precise comparisons such as rougher, smoother, harder or more flexible.

5. 30–38 min · Compare and group. Regroup students on the mat and display the comparison and grouping prompts. Each group shares one photograph and chooses one property group, such as “objects that are flexible” or “objects with a rough texture”; students explain the shared property and notice whether an object could fit more than one group.

6. 38–45 min · Seesaw share and reflect. Model the Seesaw post using the Seesaw example and reflection slide. Students upload one photograph with a short label, drawing or voice recording: “This is ____. It is made from ____. It is ____ because ____.” Finish with two or three volunteers sharing evidence and return equipment safely.

Resources

• Six tablets or cameras with Seesaw access
• the complete property detectives slide deck
• the property detectives recording sheet
• Pencils, crayons and clipboards
• Six collection trays or baskets
• Safe classroom objects made from materials such as paper, cardboard, wood, plastic, metal, fabric and rubber
• Teacher demonstration object
• Whiteboard and marker
• Hand sanitiser or wipes

Assessment

• During modelling, listen for students using observable property words rather than opinions such as “nice” or “good”.
• During the hunt, check whether students can name a material and support a property description with what they see or feel. Photograph or record useful oral responses for planning.
• Review the Seesaw post or worksheet: students should identify an object, name its material, describe at least one property and give a reason or observation.

Differentiation

• Support learners with a picture word bank on the worksheet, paired talk before recording, and sentence frames: “I notice…”, “It feels…”, and “It is made from…”.
• Offer a reduced choice of three properties for students who need less cognitive load; an adult or peer can scribe while the student observes and explains.
• For EAL learners, demonstrate each property with real objects, accept home-language discussion, and pair spoken words with gestures, pictures and written labels.
• Extend confident learners by asking them to compare two objects using “more/less” language, explain why one material might be useful for an object, or photograph one object that fits two different property groups.