Exploring Everyday Materials

Curriculum Area

UK National Curriculum – Key Stage 1 Science
Topic: Uses of Everyday Materials

• Objective: Identify and compare the suitability of a variety of everyday materials for particular uses.
• Objective: Describe simple physical properties of different materials.

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Lesson Details

• Age Group: Year 2 (KS1)
• Lesson Duration: 1 hour
• Class Size: 1 student

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Lesson Objectives

By the end of the lesson, students should be able to:

1. Identify and name at least five everyday materials.
2. Describe some simple physical properties of materials (e.g. soft, hard, flexible, waterproof).
3. Compare and discuss why certain materials are suited for specific purposes.
4. Conduct a simple waterproof test to observe how different materials react to water.

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Key Vocabulary

• Material – Wood, Metal, Plastic, Glass, Fabric, Paper
• Properties – Soft, Hard, Flexible, Rigid, Waterproof, Absorbent

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Lesson Structure

1. Introduction (10 minutes)

• Ask the student to name objects around the classroom (e.g. chair, window, book).
• Discuss what materials these objects are made from.
• Introduce new vocabulary (wood, metal, plastic, fabric, glass, paper).
• Explain that different materials have different properties that make them more suitable for certain uses.

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2. Main Activity (20 minutes)

Activity 1: Material Matching Game (10 minutes)

• Provide a selection of material samples (small pieces of plastic, fabric, wood, metal, paper).
• Ask the student to touch and describe each sample using words such as hard/soft, rough/smooth, bendy/rigid, waterproof/absorbent.
• Discuss which materials might be best for a raincoat, a window, a book, a chair etc.

Activity 2: Waterproof Test (10 minutes)

• Aim: Find out which materials are waterproof.
• Materials Needed: Small squares of fabric, paper, plastic, foil, a pipette/dropper, and a shallow tray of water.
• Steps:
  1. Place each material in a small tray.
  2. Use a pipette to drop water onto each sample.
  3. Observe what happens - Does the water soak in or sit on top?
  4. Record findings on a simple worksheet (see below).

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3. Discussion & Reflection (15 minutes)

• Compare the findings:
  • Which material was best at staying dry?
  • Why would this be useful for waterproof clothing or roofs?
• Discuss real-life applications (e.g. why umbrellas are made from waterproof materials).
• Allow the student to explain their findings in their own words.

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4. Conclusion & Worksheet Activity (15 minutes)

• Recap the lesson by discussing:
  • What materials did we test?
  • What properties did we observe?
  • Why are materials important in everyday life?
• Give the student a worksheet to complete independently.

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Medium Ability Worksheet

Materials and Their Properties

Task 1: Match the Material to Its Property

(Write the correct property next to the material)

Material	Property
Glass	_______ (e.g., see-through, hard)
Fabric	_______ (soft, bendy)
Metal	_______ (strong, shiny)
Plastic	_______ (waterproof, bendy)
Paper	_______ (absorbent, flexible)

Task 2: Waterproof Experiment Results

(Tick the correct box for each material)

Material	Waterproof	Not Waterproof
Plastic	☐	☐
Paper	☐	☐
Fabric	☐	☐
Foil	☐	☐

Task 3: Explain Your Findings

Which material was the most waterproof? Why do you think this?

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Assessment Opportunities

• Observation: Can the student describe materials accurately?
• Worksheet: Can they match properties correctly and interpret experiment results?
• Discussion: Can they explain why different materials are used for different purposes?

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Resources Needed

• Samples of materials (plastic, metal, fabric, foil, paper)
• Water in a small tray
• Pipette/dropper
• Printable worksheet

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Extension Activities

• Create a mini raincoat for a toy using waterproof materials.
• Explore how materials can change shape (e.g. squashing, bending, stretching).
• Investigate strong vs weak materials by testing how much weight different materials can hold.

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Teacher’s Notes

• Encourage the student to use full sentences when describing materials.
• Provide hands-on interaction as much as possible to enhance engagement.
• If the student struggles, guide them by modelling descriptions (e.g., "This feels smooth, does it feel the same for you?").

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Final Thought

This lesson is designed to be hands-on and investigative to allow the student to explore, observe, and conclude their own scientific findings. By making the learning concrete through real-life applications, they will develop a deeper understanding of how materials support everyday life.

🚀 Let’s make science fun and interactive! 🌟