You will learn
- Describe metal.
- Name things made of metal.
- Say that metals are strong.
- Explain why metal can rust.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Metal is hard and strong.
- Metals are often shiny and cold to touch.
- Some metals can rust.
- Some metals are attracted to magnets.
Words to know
a hard, shiny material from rocks
not easy to break
a brown coating that forms on iron when it gets wet
an object that pulls some metals towards it
1. Discover: The blacksmith
In the village, Mr Oke makes tools from metal. He makes a hoe and a cooking pot. “Metal is strong,” he says. “But if you leave an iron tool in the rain, it will go brown and rusty.”
Think: Why do we keep iron tools dry?
2. Understand: About metals
Idea 1: What metal is like
Metal is hard and strong. Many metals are shiny. Metal feels cold. Most metals sink in water.
Idea 2: Uses of metal
We make spoons, pots, keys, coins, roofing sheets and tools from metal. Metal is useful because it is strong and does not break easily.
Idea 3: Rust and magnets
Iron can rust when it stays wet. Rust is brown and flaky. A magnet pulls some metals, such as iron. It does not pull wood or plastic.
3. Worked examples
Example 1 (I show you): Describe metal
A spoon.
- Hard.
- Shiny.
- Cold.
Answer: A metal spoon is hard, shiny and cold.
Example 2 (We do it together): Magnet test
A magnet near a nail and a pencil.
- The nail sticks.
- The pencil does not.
- Iron is magnetic.
Answer: A magnet pulls the iron nail but not the wooden pencil.
Example 3 (You try): Rust
An old iron tool in the rain.
Show the steps and answer
- It gets wet.
- It turns brown.
- Keep it dry.
Answer: Keep iron dry so it does not rust.
Did you know?
Some metals, like gold, do not rust, which is why they stay shiny for hundreds of years.
Why this matters
Metals are strong, so we use them for tools, pots and buildings.
4. Explore: Magnet hunt
Use a magnet to test objects.
- An adult gives you a small magnet.
- Test five safe objects.
- Record which stick.
- Say what you notice.
Think about it: what did you notice?
What did you notice? Only some metals stick to a magnet.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Metal is ___.
- Metal feels ___.
- Iron can ___.
- A magnet pulls ___.
Guided practice
Question 1. Is metal hard or soft?
Hard.
Question 2. Is metal usually shiny?
Yes.
Question 3. What can iron do in water?
Rust.
Independent practice
Level 1: Start
- Is metal hard or soft?
- Is metal usually shiny?
- What can iron do in water?
- What does a magnet pull?
- Name a metal object.
Level 2: Grow
- Why are pots made of metal?
- What colour is rust?
- Does a magnet pull wood?
Level 3: Stretch
- Explain how to stop iron from rusting.
- Compare metal and wood.
- Test three objects with a magnet.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Which metal things are in your home?
Show a sample answer
Pots, spoons, keys and roofing sheets.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Only some do.
Fix: Rust weakens iron.
8. Lesson summary and revision card
- I can describe metal.
- I can name things made of metal.
- I can say that metals are strong.
- I can explain why metal can rust.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Metal is hard and strong.
- Metals are often shiny and cold to touch.
- Some metals can rust.
- Some metals are attracted to magnets.
11. Next lesson
Next lesson: Plastic. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Give two properties of metal. [2 marks]
- Name three metal objects. [3 marks]
- What is rust? [2 marks]
- What does a magnet pull? [1 mark]
- Explain how to stop rust. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Any two [1 each]
- Any three [1 each]
- A brown coating [1]; forms on iron when wet [1]
- Some metals [1]
- Keep it dry [1]; paint or oil it [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Is metal hard or soft?
- Is metal usually shiny?
- What can iron do in water?
- What does a magnet pull?
- Name a metal object.
- Why are pots made of metal?
- What colour is rust?
- Does a magnet pull wood?
- Explain how to stop iron from rusting.
- Compare metal and wood.
Homework
Find five metal objects at home. Draw them and write what they are used for. Ask an adult to test one with a magnet.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Is metal hard or soft? | Hard. | 1 |
| 2. Is metal usually shiny? | Yes. | 1 |
| 3. What can iron do in water? | Rust. | 1 |
| 4. What does a magnet pull? | Some metals. | 1 |
| 5. Name a metal object. | Spoon, key or pot. | 1 |
| 6. Why are pots made of metal? | Metal is strong and can be heated. | 1 |
| 7. What colour is rust? | Brown. | 1 |
| 8. Does a magnet pull wood? | No. | 1 |
| 9. Explain how to stop iron from rusting. | Keep it dry or paint it. | 1 |
| 10. Compare metal and wood. | Metal is shiny and cold; wood is not. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Hard.; 2 Yes.; 3 Rust.; 4 Some metals.; 5 Spoon, key or pot.. Level 2: 1 Metal is strong and can be heated.; 2 Brown.; 3 No.. Level 3: 1 Keep it dry or paint it.; 2 Metal is shiny and cold; wood is not.; 3 A table of results..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Describe metal | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Name things made of metal | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Say that metals are strong | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Explain why metal can rust | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “All metals stick to magnets.” Only some do.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use five objects. Say which are metal.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns that metal is strong, shiny and can rust. You do not need to be an expert to help.
- Explore metal objects together.
- Ask, “Why do we dry the iron pot?”
- Keep magnets away from small children.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: describe metal; name things made of metal; say that metals are strong; explain why metal can rust.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. A small magnet, metal and non-metal objects, a tray, paper and pencils. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Choose safe objects. Check magnets are not small enough to swallow. Prepare a result table.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Hold up a metal spoon and a wooden spoon and ask, “What is different?”
Explanation (10 min). Teach metal properties and uses.
Guided activity (10 min). Learners test with magnets.
Independent activity (10 min). Learners discuss rust.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Is it metal? Does a magnet pull it?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “All metals stick to magnets.” Only some do.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use five objects. Say which are metal. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 6, topic 4; Next Generation Science Standards, structure and properties of matter; Cambridge Primary Science Stage 1, materials; IB Primary Years Programme, how the world works. These sources informed the lesson.