Material Discovery

Year Group

Year 1

Duration

30 minutes

Unit

Nature Explorers: Material Discovery
Lesson 1 of 5

---

WALT (We Are Learning To)

• Identify common materials found in nature and at home.
• Describe the basic physical properties of materials such as texture, colour, and shape.
• Sort and categorise materials based on their observable properties.

---

National Curriculum Links (England)

Science - Year 1 - Materials:

• Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.
• Describe the simple physical properties of a variety of everyday materials.
• Compare and group together a variety of everyday materials on the basis of their simple physical properties.

---

Learning Objectives

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

• Recognise at least 4-5 different materials found in their immediate environment.
• Describe properties of these materials using simple language (smooth, rough, hard, soft, shiny, dull).
• Successfully group materials based on shared physical characteristics.

---

Success Criteria

• I can name different materials I see around me.
• I can say if a material feels smooth or rough, hard or soft.
• I can put similar materials into the same group.

---

Resources

• A collection of natural materials (e.g., leaves, small stones, sticks, feathers)
• Everyday household items made from different materials (e.g., plastic spoon, metal key, glass jar, wooden block, cotton fabric)
• Clear trays or mats for sorting
• Picture cards showing different textures and materials (with dyslexia-friendly font)
• Colour-coded sorting mats (with symbols and simple text for dyslexic support)
• Large paper and crayons or coloured pencils for drawing
• Visual chart with material properties vocabulary (using simple word and image pairs)

---

Lesson Structure

1. Introduction (5 minutes)

• Gather pupils in a circle and introduce the unit "Nature Explorers: Material Discovery".
• Show a few everyday objects and natural items. Ask: “What do you think these are made from? How do they feel?”
• Introduce key vocabulary with a visual chart (e.g., smooth, rough, hard, soft, shiny, dull).
• Encourage children to handle the objects and say which words they think match the materials.

Differentiation

• Provide objects with very distinct textures for pupils with sensory processing difficulties.
• Use picture cards with words for pupils who find reading challenging.

---

2. Main Activity: Material Sorting (15 minutes)

• Divide class into small groups or pairs, each with a selection of natural and household materials.
• Guide pupils to examine each item carefully and describe its properties using the key vocabulary.
• Pupils place items on sorting mats according to one property at a time (e.g., all smooth things on one mat, all rough things on another).
• Rotate sorting criteria after 5 minutes (switch from texture to colour or shape).
• Encourage discussion: “Why did you put this with those?” to develop reasoning skills.

Differentiation

• Support pupils who struggle with vocabulary by pairing them with a peer buddy or use yes/no questions to guide choices.
• Simplify sorting tasks by focusing on just one property for those who need it.

Extension

• Ask advanced learners to come up with a new way to group materials (e.g., by flexibility or transparency if available).
• Let them explain their grouping to the class using new vocabulary.

---

3. Plenary (5 minutes)

• Bring the class together to share their findings.
• Use questioning to reinforce learning:
  • “Can someone tell me one material they found?”
  • “Which things were smooth? Which were rough?”
  • “How did you decide how to sort your items?”
• Introduce a simple homework challenge: Find one object/material at home and describe it using the words learned today.

---

Assessment

• Observe pupils during sorting activity for correct identification and use of vocabulary.
• Listen to verbal contributions during plenary for understanding of material properties and sorting rationale.
• Collect any drawings or labels they produce during the lesson for informal assessment of vocabulary use.

---

Differentiation Strategies

• Use multi-sensory materials (feeling, seeing, hearing) to support all learners.
• Provide sentence starters for pupils who need help verbalising ideas (e.g., “This is…”, “It feels…”).
• Use visual prompts and minimise text for dyslexic learners.
• Allow oral or pictorial responses for pupils with writing difficulties.

---

Extension Activities

• Encourage “Material Detectives” to explore further at home with family members and bring in an example to show the class.
• Set up a simple classroom ‘material museum’ for pupils to add items they find interesting throughout the unit.
• Challenge pupils to create a collage of materials using drawings or magazine cut-outs representing properties like smooth/rough or colours.

---

Dyslexia-Friendly Reading Options

• Use dyslexia-friendly font such as Comic Sans or Sans Serif on all printed materials.
• Keep text short, clear, and in large font sizes (minimum 14pt).
• Use bullet points and plenty of white space.
• Include simple images or icons next to key vocabulary words for visual reference.
• Provide oral explanations alongside written words to aid memory and understanding.

---

Teacher’s Tip:
Bring natural materials in sealed clear containers for handling and observation over multiple lessons. This keeps curiosity alive and supports tactile learning whilst avoiding allergies or mess!

---

End of Lesson 1 Plan.