Science lesson plan · Kindergarten (Reception and Year 1 in England) · 60 minutes
Hard or soft, rough or smooth? Describe by touch
Materials and their properties
CCSS NGSS.2-PS1-1England: EYFS Understanding the World: The natural worldEngland: KS1 Y1 Everyday materials
Objective and success criteria
Students will: Hard or soft, rough or smooth? Describe by touch.
- 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: the next skill in this area.
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 pencil usually made from? (fabric / metal / plastic / wood) → woodPrompt: Is it hard or soft? Shiny? Can you see through it?
- Which object is usually made of glass? (a lolly (popsicle) stick / a light bulb / a cricket bat / a toothbrush handle) → a light bulbPrompt: Picture each object. What does it feel like?
- Which of these is a material, not an object? (table / door / chair / wood) → woodPrompt: A material is what something is made of.
Hook · 6 min
- Pass round objects made of different materials and ask why each one was chosen.
- Share the objective: Hard or soft, rough or smooth? Describe by touch. 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: Is this hard or soft: a glass marble?
- Step 1: Hard things do not change shape when you press them.
- Step 2: So the answer is: hard
- Answer: hard
- 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.
- Is this hard or soft: a metal spoon? (hard / soft) → hardPrompt: Imagine pressing it with your finger. Does it squash?
- Is this rough or smooth: tree bark? (rough / smooth) → roughPrompt: Imagine running your finger across it. Is it bumpy?
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.
- Is this hard or soft: a wooden block? (hard / soft) → hardPrompt: Imagine pressing it with your finger. Does it squash?
- Which material would make the softest bed for a pet? (a metal tray / a wooden board / a pile of stones / a fluffy blanket) → a fluffy blanketPrompt: Which one squashes when you press it?
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
- 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/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder