You will learn
- Describe glass.
- Name things made of glass.
- Say why glass is useful.
- Say how to stay safe around glass.
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
- Glass is hard and smooth.
- Glass is transparent, so we can see through it.
- Glass is fragile and can shatter.
- We never touch broken glass.
Words to know
a hard, smooth, see-through material
able to be seen through
easily broken
to break into many pieces
1. Discover: The window
Ngozi looks through the classroom window and sees the yard. “The window is made of glass,” says the teacher. “We can see through it. But glass can break, so we play away from it.”
Think: Why can Ngozi see the yard through the window?
2. Understand: About glass
Idea 1: What glass is like
Glass is hard, smooth and often transparent, so light passes through it. Glass can be clear or coloured. It does not soak up water.
Idea 2: Uses of glass
We use glass for windows, bottles, jars, mirrors and spectacles. Glass is useful because we can see through it and it does not let water through.
Idea 3: Staying safe
Glass is fragile. If it falls it may shatter into sharp pieces. We never touch broken glass. We tell an adult at once.
3. Worked examples
Example 1 (I show you): Can we see through it?
A window and a wooden door.
- Window: yes.
- Door: no.
- Window is glass.
Answer: A glass window is transparent but a wooden door is not.
Example 2 (We do it together): Choose a material
A jar for food.
- Needs to hold food.
- Needs to be clean.
- Glass is clean and transparent.
Answer: Glass jars are good because we can see inside.
Example 3 (You try): Broken glass
A cup falls and breaks.
Show the steps and answer
- Do not touch.
- Stay back.
- Tell an adult.
Answer: Do not touch broken glass. Tell an adult.
Did you know?
Glass can be made into very thin threads, called fibres, that carry light signals for the internet.
Why this matters
Glass lets in light and keeps out the rain, but it needs careful handling.
4. Explore: See-through test
Look through different materials.
- An adult gives you a plastic sheet, a paper, a cloth and a clear plastic cup.
- Hold each up to the light.
- Say which are see-through.
- Record in a table.
Think about it: what did you notice?
What did you notice? Clear materials let light pass.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Glass is ___.
- We can see ___ glass.
- Glass can ___.
- We never touch ___ glass.
Guided practice
Question 1. Is glass hard or soft?
Hard.
Question 2. Is glass transparent?
Yes.
Question 3. Name a glass object.
Window, jar or mirror.
Independent practice
Level 1: Start
- Is glass hard or soft?
- Is glass transparent?
- Name a glass object.
- Can glass break?
- Do we touch broken glass?
Level 2: Grow
- Why are windows glass?
- What does fragile mean?
- Why do we tell an adult if glass breaks?
Level 3: Stretch
- Compare glass and plastic cups.
- Explain why spectacles use glass or clear plastic.
- Make a safety rule about glass.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Where do you see glass in your home?
Show a sample answer
Windows, jars and mirrors.
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: Glass is hard.
Fix: Never touch broken glass.
8. Lesson summary and revision card
- I can describe glass.
- I can name things made of glass.
- I can say why glass is useful.
- I can say how to stay safe around glass.
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
- Glass is hard and smooth.
- Glass is transparent, so we can see through it.
- Glass is fragile and can shatter.
- We never touch broken glass.
11. Next lesson
Next lesson: Fabric. 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 glass. [2 marks]
- Name three glass objects. [3 marks]
- What does transparent mean? [1 mark]
- What do you do if glass breaks? [2 marks]
- Why are windows made of glass? [2 marks]
Total: 10 marks.
Marking guide and model answers
- Any two: hard, smooth, transparent, fragile [1 each]
- Any three [1 each]
- See-through [1]
- Do not touch [1]; tell an adult [1]
- Let in light [1]; keep out rain [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 glass hard or soft?
- Is glass transparent?
- Name a glass object.
- Can glass break?
- Do we touch broken glass?
- Why are windows glass?
- What does fragile mean?
- Why do we tell an adult if glass breaks?
- Compare glass and plastic cups.
- Explain why spectacles use glass or clear plastic.
Homework
Find three glass objects at home (but do not handle them without an adult). Draw them and say why each is glass.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Is glass hard or soft? | Hard. | 1 |
| 2. Is glass transparent? | Yes. | 1 |
| 3. Name a glass object. | Window, jar or mirror. | 1 |
| 4. Can glass break? | Yes. | 1 |
| 5. Do we touch broken glass? | No. | 1 |
| 6. Why are windows glass? | To let light in and keep rain out. | 1 |
| 7. What does fragile mean? | Easily broken. | 1 |
| 8. Why do we tell an adult if glass breaks? | It is sharp. | 1 |
| 9. Compare glass and plastic cups. | Glass is heavy and breaks; plastic is light. | 1 |
| 10. Explain why spectacles use glass or clear plastic. | We can see through them. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Hard.; 2 Yes.; 3 Window, jar or mirror.; 4 Yes.; 5 No.. Level 2: 1 To let light in and keep rain out.; 2 Easily broken.; 3 It is sharp.. Level 3: 1 Glass is heavy and breaks; plastic is light.; 2 We can see through them.; 3 A clear rule..
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 glass | 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 glass | 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 why glass is useful | 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 Say how to stay safe around glass | 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: “Glass is soft.” Glass is hard.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use plastic and cloth. Say which is see-through.
- 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 about glass and how to stay safe near it. You do not need to be an expert to help.
- Point out glass objects at home.
- Ask, “What should we do if glass breaks?”
- Practise safety rules.
- 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 glass; name things made of glass; say why glass is useful; say how to stay safe around glass.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. Clear plastic sheets, paper, cloth, a torch, safe pictures of glass items. 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. Use plastic or pictures instead of real glass. Prepare a see-through test 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). Ask, “Why can we see the yard through the window?”
Explanation (10 min). Teach glass and safety.
Guided activity (10 min). Learners test see-through materials.
Independent activity (10 min). Learners make a glass safety rule.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Can I see through it? Is it safe?
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. “Glass is soft.” Glass is hard.
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 plastic and cloth. Say which is see-through. 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 6; 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.