Materials Matter

Overview

Year Group: 1
Duration: 45 minutes
Class Size: 30 students
Unit: Toys Through Time (Lesson 4 of 7)
Topic: The Evolution of Toy Design through Materials

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National Curriculum Links

• History - Pupils should be taught to:

  • Understand changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.
  • Recognise why people’s lives were different in the past.

• Design and Technology (Link):

  • Explore and use a variety of materials and components, including construction materials and textiles.

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Learning Objectives

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

1. Identify and name different materials used in toys from the past and present (e.g., wood, metal, plastic, fabric).
2. Describe simply how materials affect the look, feel, and safety of toys.
3. Understand basic reasons why toy materials have changed over time (e.g., safety, availability, cost).
4. Discuss and compare toys based on their materials and design features.

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Vocabulary

• Material
• Wood
• Metal
• Plastic
• Fabric
• Safe
• Design
• Old/Modern

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Resources

• Examples or pictures of toys from the past: wooden spinning top, tin soldier, rag doll
• Examples or pictures of modern toys: plastic action figure, plush toy, electronic toy
• Real toy samples (if possible) or well-photographed visuals
• Sorting cards with pictures and names of materials
• Large paper and crayons for group mind-mapping
• Safety-related images (e.g., broken toy, sharp edges, soft toy)
• “Material Detective” worksheet – simple matching and drawing activity

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Lesson Structure

1. Introduction (10 minutes)

• Set the scene: Start by showing images or real toys from the past and present.
• Ask: What do you notice about these toys? What are they made of?
• Briefly explain that toys have changed over time, especially the materials used.
• Introduce the word “material” and explain that it means what something is made from.

2. Main Activity: Material Investigation (20 minutes)

• Activity 1 – Sorting Game (10 mins):
  • Children work in pairs to sort pictures or toy samples into categories based on materials (wood, metal, plastic, fabric).
  • Teacher circulates, asking probes: Why do you think this toy is made of wood? Is it heavy or light?
• Activity 2 – Discussion & Demonstration (10 mins):
  • Discuss how materials can make toys feel different (hard, soft, smooth, rough).
  • Talk about safety: Why might soft fabric toys be safer than metal ones? Why don’t we use some materials anymore?
  • Introduce simple causes for change: “A long time ago, some materials were easier to find than now. Sometimes toys were dangerous, so people made safer ones.”

3. Group Mind Map: Materials and Toy Design (10 minutes)

• Draw a large mind map on flipchart or whiteboard centred on the word “Toy Materials”.
• Invite children to suggest words or draw simple pictures about the toys’ materials and what they make the toys like (e.g. “soft”, “shiny”, “strong”, “safe”).
• Encourage children to add ideas about changes over time (“Old toys were heavy.” “Now toys are bright and soft.”).

4. Plenary: “Material Detective” Worksheet and Sharing (5 minutes)

• Children complete a simple worksheet where they match toy pictures to materials, then draw their favourite type of toy material.
• Invite 2-3 children to share their answers and favourite materials with the class.

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Assessment and Differentiation

• Assessment for Learning:

  • Observation during sorting activity – ability to match materials correctly.
  • Participation and responses during discussion.
  • Completed worksheet showing understanding of material names and characteristics.

• Support:

  • Pre-select simpler toy examples for pairs who need extra help.
  • Use plenty of visuals and handling of real objects or textured samples.

• Challenge:

  • Ask higher-attaining pupils to explain why materials might need to change beyond safety (e.g., cost, availability, fashion).
  • Suggest pupils think of a new toy design and what materials they would use and why.

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Cross-Curricular Links

• Science: Identifying and describing materials and their properties in everyday objects.
• Art: Drawing toys and exploring texture and colour related to materials.
• PSHE: Discussing safety and making good choices about toys we play with.

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Teacher Notes and Tips

• Bring a variety of real toys if possible rather than just pictures; tactile experience keeps Y1 pupils engaged.
• Keep language simple and scaffold vocabulary – repeating ‘material’ and linking it constantly to real examples reinforces understanding.
• Use praise to encourage curiosity and sharing during the mind map activity.
• Be mindful of children with allergies or sensitivities to certain materials (e.g., fabric, plastic).
• Consider ending with a short story or anecdote about a famous toy made from unusual materials to spark imagination.

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This lesson plan is designed to immerse Year 1 pupils in the fascinating changes in toy materials through history, nurturing historical awareness in line with the National Curriculum for England, while building key scientific and design vocabulary and concepts age-appropriately.