Share Our Science

Overview

In this eleventh lesson of Materials All Around Us, students present a design they created to solve a simple problem and share what they found out about the materials they used. They listen to classmates, compare different material choices, and explain how a material’s physical properties helped it work.

Learning intentions

• WALT present a design and explain how materials helped solve a problem.
• WALT describe and compare physical properties of everyday materials.
• WALT listen carefully and ask or answer questions about classmates’ designs.
• WALT use Seesaw to communicate our science learning.

Success criteria

• I can show my design using a photo, labelled drawing, or short explanation.
• I can name the materials I used and describe a property of each one.
• I can explain how a material helped solve the problem.
• I can compare my design with another design that solved a similar problem.

Curriculum links

• Science — Physical Science: Materials and their properties: comparing and grouping everyday materials by shared physical properties.
• Science — Physical Science: Material properties and uses: applying knowledge of how common materials behave and why they are useful.
• Science capabilities: participating and contributing; communicating in science; interpreting representations.
• Te Mātaiaho learning progress: using observations and simple comparisons to communicate explanations about the physical world.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and hook. Teacher opens with the opening comparison slide and displays two designs that solve a similar problem, asking, “Why might two scientists choose different materials?” Students turn and talk, then recall the problem they solved, the materials they tested, and one result from the previous lesson.

2. 5–10 min · Model a science share. Teacher models a short presentation using a familiar classroom object: “My problem was keeping a toy dry. I chose plastic because it is waterproof. I tested it by adding drops of water. My design worked better than paper.” Teacher refers to the model presentation and sentence starters and highlights the sequence: problem, design, material property, finding. Students identify the material, property, and evidence they heard.

3. 10–15 min · Prepare the presentation. Teacher distributes the design sharing organiser and explains that students may use their design, a photograph, or a labelled drawing as evidence. Students draw or select their design and complete the prompts with words, labels, or dictated ideas: “My problem was…”, “I used…”, “It was useful because…”, and “I found out…”. Teacher supports students to use property words such as strong, bendy, hard, smooth, rough, waterproof, absorbent, light, or stretchy.

4. 15–30 min · Partner science presentations. Teacher places students in nine mixed-ability pairs and reminds them to face the speaker, listen without interrupting, and ask one question. Each student presents for about two minutes, then answers a question such as “Why did you choose that material?” or “What would you change?” Partners use the prompt on the partner-share instruction slide to give feedback: “I noticed…” and “I wonder…”. Teacher circulates, records observations, and photographs designs where appropriate.

5. 30–38 min · Share through Seesaw. Teacher demonstrates the agreed Seesaw routine using the Seesaw upload steps: open the class activity, add one photo or labelled drawing, and record or type a short explanation. Students work with their partner to upload one clear piece of evidence and a short explanation of the material property that mattered. An adult or buddy supports students who need help with photographing, recording, or typing; students do not need to include personal information.

6. 38–43 min · Compare and discuss. Teacher selects two or three Seesaw examples, or displays students’ work without names, and uses the comparison discussion prompts. Students identify one similarity and one difference: “Both designs used…”, “One design used… but another used…”, or “The material worked because…”. Emphasise that different materials can solve the same problem in different ways.

7. 43–45 min · Exit reflection. Teacher asks students to complete the final prompt on the design sharing organiser or respond orally: “A material that worked well was… because…” and “Next time I would…”. Students share one response with a partner before handing in the organiser or showing it to the teacher.

Resources

• the complete Share Our Science slide deck
• the design sharing organiser
• Students’ completed designs and investigation materials
• Tablet or camera-enabled device for each pair
• Seesaw class activity prepared in advance
• Display screen or interactive whiteboard
• Pencils, crayons, and labels
• Optional printed photographs of designs
• Teacher observation notes

Assessment

• During preparation and partner presentations, listen for students naming a material, describing a relevant physical property, and linking that property to the design’s purpose.
• Use questioning to check whether students can describe a finding rather than simply name a material. Note students who need further support with property vocabulary or explaining evidence.
• Review the Seesaw post and exit reflection for a clear design representation, a material-property explanation, and a simple comparison or next step.

Differentiation

• Provide picture-supported property words, oral rehearsal, sentence starters, and adult scribing or speech-to-text for students who need language, writing, or fine-motor support.
• Allow students to present by pointing to a photograph and recording an oral explanation rather than writing; pair students thoughtfully and provide a quiet presentation space if needed.
• Model and practise the Seesaw steps slowly, with a visual checklist and a peer or adult buddy. Offer headphones or teacher recording for students who are uncomfortable recording independently.
• Extend confident students by asking them to compare two materials tested for the same problem and justify which they would choose for a new situation.