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Australian primary science · Years 3–4 · Lesson 1 of 1
Lunchbox Material Detectives
Inquiry question: Which material would make the most useful lunchbox?
Marked no materials needed
Analysing a supplied case file
What students learn
Compare material properties and explain a design decision.
Success criteria
- I can read the supplied evidence accurately.
- I can support an explanation using two details.
- I can identify a claim that goes beyond the evidence.
Preparation and materials
Before this lesson: Know that materials have different properties. Clarify that fictional box tests are not food-safety tests.
- Charged iPad per individual or pair — One per student or pair
- Projector — One
Teacher setup
- Open the assigned lesson and present the slides.
- Show the lesson QR; students enter one or two names and start.
- Use the lesson timings: allow 45–55 minutes plus first-use sign-in time. Do not add copying to fill a full hour.
- All evidence is supplied in the lesson. No equipment, worksheets or external websites are necessary.
Safety and adaptations
- Screen-based evidence inquiry only. Do not perform physical experiments or imitate hazards described in the case files.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Choose the wet-fruit or light dry-snack brief. Say which property matters most.
- Compare each sample using mass, moisture and drop evidence.
- Record a strength and a weakness for at least three samples.
- Defend a sample for your chosen brief with two facts; hear a different choice.
- Identify an extra test needed before a real purchase.
Teacher modelling prompt
Read the mass and drop-test results for glass (620 g; cracked). Model a comparison using two properties, then ask students to test the other samples.
Record and explain evidence
Recording question: Which material would make the most useful lunchbox?
| Sample | Useful clues | Verdict and drawback |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which claim is more strongly supported? Quote evidence and explain why.
Provided example or reference data
Fictional sample-box tests
| Sample | Mass | Water test | Drop test |
|---|---|---|---|
| Rigid plastic | 180 g | Water stayed outside | No visible break |
| Glass | 620 g | Water stayed outside | Cracked |
| Fabric | 100 g | Soaked water | Bent, no crack |
| Coated cardboard | 120 g | Softened after wetting | Corner bent |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? What is one useful property for a lunchbox?
Explain with evidence: Why did glass score poorly overall?
Apply the idea: A box must weigh under 150 g and carry a dry wrapped snack. Choose a sample and explain one drawback.
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.