Science lesson plan · 1st grade (Year 2 in England) · 60 minutes
Properties of materials
Materials and their properties
CCSS NGSS.2-PS1-1England: KS1 Y1 Everyday materialsEngland: KS2 Y5 Properties and changes of materials
Objective and success criteria
Students will: Properties of materials.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Everyday materials
Leads to: Choosing materials for a job; Dissolving and solutions; Squashing, bending, twisting and stretching materials
Materials: A tray of everyday objects, Sorting hoops, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Everyday materials). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is a key usually made from? (plastic / metal / wood / glass) → metalPrompt: Is it hard or soft? Shiny? Can you see through it?
- Which object is usually made of fabric? (a curtain / a jam jar / a garden shed / a light bulb) → a curtainPrompt: Picture each object. What does it feel like?
- Which material is made from sand heated until it melts? (glass / paper / wood / wool) → glassPrompt: It is hard and you can see through it.
Hook · 6 min
- Pass round objects made of different materials and ask why each one was chosen.
- Share the objective: Properties of materials. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: You can see clearly through a window. Which word describes glass?
- Step 1: Transparent materials let light through, so you can see through them.
- Step 2: So the answer is: transparent
- Answer: transparent
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- A sponge soaks up water. Which word describes it? (transparent / waterproof / shiny / absorbent) → absorbentPrompt: It takes in water.
- Which material is the most flexible? (glass / stone / brick / fabric) → fabricPrompt: Which one can you fold without breaking?
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- A sponge soaks up water. Which word describes it? (shiny / absorbent / transparent / waterproof) → absorbentPrompt: It takes in water.
- Which material is the most flexible? (glass / fabric / brick / stone) → fabricPrompt: Which one can you fold without breaking?
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Everyday materials.
- Use concrete materials: a tray of everyday objects.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Choosing materials for a job; Dissolving and solutions; Squashing, bending, twisting and stretching materials.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder