Material World: Stage 1

Lesson Number
and title
1.What if Rain
boots were made
of paper?
(Introductory
lesson)

Activity

Outcome

T will begin by reading the story

Relates the
properties
of common
materials to
their use for
particular
purposesST113MW.

Once the story is read explain that there is a

purpose objects are made up of specific
materials.
Refer to story that if rain boots were made of
paper for example that it would not protect
us from the rain. Our feet would be wet.
Explain to Ss that an object can be made up
of many materials.

(Refer to PDF for

the story)

Ss are to work in groups of 3-4 (activity cards

will be handed out to each group)
Ss are to match the flash cards together.
Object and material.
The whole class will then come together and
talk about the materials. This will lead to
properties of materials.
Ss independently will be given the handout
(properties of an object) and will choose an

Working Scientifically What Students

will achieve
Explores their
Ss will
immediate
question and
surroundings by
predict
questioning,
throughout the
observing using their story.
senses and
communicating to
Ss will process
share their
information on
observations and
objects and
ideas- STe-4WS
materials
through
Investigates
organising
questions and
objects or
predictions by
images of
collecting and
objects to
recording data,
display
sharing and
information.
reflecting on their
experiences and
Ss will work
comparing what they cooperatively
and others knowand
ST1-4WS
individually
when
participating in
different types

Scientific
Language
Key words
for this
lesson
include:
Materials
Objects
Purpose
Properties

object in the classroom; write sentences

describing this object and draw a picture.
2. Handling
different
materials

Re-cap on last lesson (materials, properties,

objects and purpose for this).
Bring in a pillowslip of materials.
Ask a student to pick a material from the bag
and feel and hold the material. With the help
of the class get the students to describe the
material. Spoon= Shiny, smooth
Pick another Student, and then explain that
the next activity is to in pairs walk around
the classroom and find 5 materials. Make
sure you can feel them or even hold them.
Write down what the material is and describe
what the object is like.
Once Ss have completed this they are to
speak to 3 students to see the similarities
and differences.

of guided
investigations.
Relates the
properties
of common
materials to
their use for
particular
purposesST113MW.

Investigates
questions and
predictions by
collecting and
recording data,
sharing and
reflecting on their
experiences and
comparing what they
and others knowST1-4WS
Ss will make
predictions about
familiar objects and
events and the
outcomes of
investigations
(ACSIS025,
ACSIS037, ACHE021,
ACSHE034)
Ss use a range of
methods to sort
information,
including drawings

Ss will explore
how some
everyday
materials can
be physically
changed by
actions for
example
bending,
twisting,
stretching,
squashing or
heating.

and provide tables to

match objects and
events based on
easily observable
characteristics
(ACSIS027,
ASSHE034).

3. Material hunt:

Fold piece of paper in half/in half again/ in

half again
In one square write down all the different
types of material to make the final object. On
the square next to it. Draw the object and
label the object.
* Metal
* Wood
* Plastic
= Desk

Relates the
properties
of common
materials to
their use for
particular
purposesST113MW.

Ss will compare their

observations with
those of others to
identify similarities
and differences in
the findings of their
investigations
(ACSIS213,
ACSIS041).
Investigates
questions and
predictions by
collecting and
recording data,
sharing and
reflecting on their
experiences and
comparing what they
and others knowST1-4WS

Ss will
understand the
different
properties of
materials,
which enable
them to be
used for a
particular
purpose.

Ss recognise that the

results of
investigations can
inform the processes
of working
technologically.
Ss will cooperatively
and individually work
when participating in
different types of
guided
investigations to
explore and answer
the questions, such
as manipulating
materials, testing
ideas, and accessing
information sources
(ACSIS025,
ACSIS038).
Ss are using a range
of methods to sort
information,
including drawings
and provided tables,
to match objects and
events based on

4. Building a
On the smart board or in story form, T will
house
read out the story of The Three Little Pigs.
(Assessment,
before moving on https://www.education.com/games/threeto mixing and
little-pigs/ (Suggested link)
combining
materials).
Once the story has been read, the T will ask
the Ss to name the three materials that were
used to build the three houses.
(Hay, sticks, bricks)
Pose questions to Ss like: Which was the
strongest house and why?
Explain task to Ss that they are to complete
this worksheet, and then the final task is to
create their own house. The 4th house if there
was another pig. What materials would they
make it with?
Brainstorm materials with the class.
Plastic
Brick
Rubber
Paper
Wood

Relates the
properties
of common
materials to
their use for
particular
purposesST113MW.

easily observable
characteristics
(ACSIS027,
ACSIS0404).
Investigates
questions and
predictions by
collecting and
recording data,
sharing and
reflecting on their
experiences and
comparing what they
and others knowST1-4WS
Ss will question and
predict through
responding and
posing questions
(ACSIS024,
ACSIS037).
Ss will compare
observations with
predictions through
discussion, as to
whether
observations were

Ss will be
identifying the
properties of
materials and
why they are
used for
particular
purposes.

Metal
Glass

expected and related

to their
questions/predictions
(ACSIS212,
ACSIS214).

What are properties?

Smooth
Soft
Hard
Flexible
Stretchy
Rough
Waterproof

Ss will share their

4th house with the
class and display this
in a variety of ways,
looking for
similarities and
differences
(ACSIS212,
ACSIS214).

(Give out worksheet The Three Little Pigs)

Allow Ss to research materials on the laptops.
Explain that each material has to have a
purpose.
5. Mixing
materials

Youtube clip:
https://www.youtube.com/watch?
v=Z3x8mTZM4kQ
https://www.youtube.com/watch?
v=USpACZNRPyg
(Suggestions)
- Talk to students about the change of the
crackles.
- Ask students to record what happened/

Identifies
ways that
everyday
materials
can be
physically
changed
and
combined
for a
particular

Investigates
questions and
predications by
collecting and
recording data,
sharing and
reflecting on their
experiences and
comparing what they
and others knowST1-4WS.

Ss will predict
the changes
materials will
undergo when
they are
combined.
Ss will
compare their
observations
with their
predictions

6. Food before
and after change

changed
- In a think/pair/share students are to talk
about the changes.
- Teacher will discuss the change and the
purpose.
- Students in small groups 3-4 are to think
about something they may make at home.
- Students are to draw and write the
ingredients.
- Students are then to explain what happens
when you mix the materials together.
(For example baking a cake)
- Draw these ideas.

purposeST112MW.

(Teacher will set up a table at the front for a

demonstration)
- Teacher will hand a zip lock bag to everyone
with one square of chocolate in it. Before the
Ss play with this, the T will ask Ss to predict
what will happen. (Model- What do you see?
What do you feel? What can you smell?)
(Refer to handout in document)
- Popcorn kernels
- Ice in a cup
- Block of butter on a tray

Identifies
ways that
everyday
materials
can be
physically
changed
and
combined
for a
particular

Ss will make
predictions about
familiar objects and
events and the
outcomes of
investigations
(ACSIS024,
ACSIS037,
ACSHE021,
ACSHE034).
Ss will describe
changes in objects
and events observed
in investigation
(ASSHE021,
ASSHE034).
Investigates
questions and
predications by
collecting and
recording data,
sharing and
reflecting on their
experiences and
comparing what they
and others knowST1-4WS.

when materials
are combined
and mixed.

Ss will predict
the changes
materials will
undergo when
they are
combined.
Ss will use
their sense to
identify the
properties.

Ss will describe the properties of the food

materials.
Ss will predict what may happen when heat
is involved.

purposeST112MW.

Ss will make
predictions about
familiar objects and
events and the
outcomes of
investigations
(ACSIS024,
ACSIS037,
ACSHE021,
ACSHE034).
Ss will describe
changes in objects
and events observed
in investigation
(ASSHE021,
ASSHE034).
Ss will compare
observations with
those of others to
identify similarities
and differences in
the findings of their
investigations
(ACSIS213,
ACSIS041).

Ss will use a range of

methods to sort
information,
including drawings
and provided tables,
to match objects and
events based on
easily observable
characteristics
(ACSIS027,
ACSIS040).
7. Add in another
lesson
8. Designing a
lunchbox
(Assessment)

Observe changes to materials

Explain to students that after everything we

have learnt about materials and properties
The focus
- Storing your food
- What lunch box materials will you use
- Design process
Brainstorm ideas with the class and allow
students to research using laptops and they
are to brainstorm ideas following this focus.
Key concepts would be:
- Keep food cold and fresh
- Protect food from contamination
- Protect food from damage

Identifies
ways that
everyday
materials
can be
physically
changed
and
combined
for a
particular
purposeST1-12MW

Investigates
questions and
predications by
collecting and
recording data,
sharing and
reflecting on their
experiences and
comparing what they
and others knowST1-4WS.
Ss will identify the
purpose of the

Ss will identify
the properties
of common
materials to
meet a
particular
purpose.

Relates the
properties
of common
materials to
their use for
particular
purposesST113MW.
Uses a
structured
design
process,
everyday
told,
materials,
equipment
and
techniques
to produce
solutions
that
respond to
identified
needs and
wantsST1-5WT

investigation.
Ss will use a range of
methods to gather
data and/or
information,
including using their
senses to make
observations safely
and carefully, using
simple tools and
equipment.
Ss will make
predictions about
familiar objects and
events and the
outcomes of
investigations
(ACSIS024,
ACSIS037,
ACSHE021,
ACSHE034).
Ss will describe
changes in objects
and events observed
in investigation
(ASSHE021,

ASSHE034).
Ss will compare
observations with
those of others to
identify similarities
and differences in
the findings of their
investigations
(ACSIS213,
ACSIS041).
Ss will use a range of
methods to sort
information,
including drawings
and provided tables,
to match objects and
events based on
easily observable
characteristics
(ACSIS027,
ACSIS040).
Ss will share what
they did and what
they could do
differently
throughout the

investigating
process.