All lessons › Material matters › Lesson 1
Australian primary science · Years 3–4 · Lesson 1 of 6
What is it made of?
Inquiry question: Why is a spoon not made of paper?
Check practical materials
Classifying
What students learn
Objects are made from materials, and materials have properties that we can observe and describe.
Success criteria
- I can name the material an object is made from.
- I can sort materials using a property I can observe, such as hard or soft.
- I can tell the difference between an object and the material it is made from.
Preparation and materials
Before this lesson: Students can name some common materials (wood, metal, plastic, glass).
- Sorting trays or paper plates — 13
- Everyday objects: metal spoon, wooden peg, plastic ruler, glass jar (or clear plastic if preferred), cotton sock, paper cup, rubber band, aluminium foil, wool, ceramic mug — 1 set per pair (13 sets; share sets between pairs if needed)
- Magnifying glasses — 13 (optional)
Teacher setup
- Make up sets of 8–10 objects in trays.
- Print one investigation record per pair.
Safety and adaptations
- Use plastic instead of glass if you have any concern about breakage.
- No objects in mouths.
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.
- Name the material of each object in your tray.
- Sort the objects into two groups using one property you can observe, such as hard or soft.
- Record your groups in the table.
- Re-sort using a different property. Record again.
- Choose one object and explain why its material suits its job. Write in My science notebook below the table, or in an exercise book.
Teacher modelling prompt
Hold up a metal spoon. Think aloud: “The object is a spoon. The material is metal. I can observe that it is hard, shiny and stiff. So I could sort it into a ‘hard’ group.” Then sort two more objects aloud and show how a different property (bendy or stiff) gives different groups.
Record and explain evidence
Recording question: How can we sort objects using the properties of their materials?
| Property we sorted by | Group 1 | Group 2 |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which claim gives the property that matters most for a window? What evidence could you use?
Provided example or reference data
Illustrative object descriptions (written for this lesson)
| Object | Material | Observable property |
|---|---|---|
| Metal spoon | Metal | Stiff and opaque |
| Clear jar | Glass | Stiff and transparent |
| Cotton sock | Cotton fabric | Flexible and opaque |
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 the difference between an object and a material? Give an example.
Explain with evidence: Sam grouped a metal spoon, a clear glass jar and an opaque plastic ruler as “hard”. Which property did Sam use? Name a different property that would separate the ruler and jar.
Apply the idea: A new lunchbox needs to be light and not break when dropped. Which material would you choose: glass, plastic or paper? Why?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.