You will learn
- Match materials to uses.
- Give reasons using properties.
- Compare two materials for a job.
- Plan a simple test.
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
- Different jobs need different materials.
- We choose a material because of its properties.
- A suitable material is the right one for the job.
- We can test materials to be sure.
Words to know
what something is for
right for the job
not letting water through
a way to find out
1. Discover: The umbrella
Rain is falling. Ife wants to make an umbrella. She tries paper, cloth and plastic. The paper gets soggy. The cloth soaks up water. The plastic keeps her dry. “Plastic is the best for an umbrella,” she says.
Think: Why did Ife choose plastic?
2. Understand: The right material
Idea 1: Match to purpose
Every object has a purpose. A cup holds drink, so it must be waterproof. A window lets in light, so it is glass. A chair holds us up, so it is strong, such as wood or metal.
Idea 2: Use properties
We choose by properties. We pick soft cloth for a towel, hard metal for a hammer and waterproof plastic for a raincoat. A material that is suitable does the job well.
Idea 3: Test it
To be sure, we do a test. We try different materials the same way and compare. We record results in a table and choose the best.
3. Worked examples
Example 1 (I show you): Which material?
A raincoat.
- It must keep water out.
- Plastic is waterproof.
- Paper would get soggy.
Answer: A raincoat is made of waterproof plastic.
Example 2 (We do it together): Why not glass?
A child’s cup.
- Glass can break.
- Plastic is safer.
- Choose plastic.
Answer: Plastic is safer for a child’s cup.
Example 3 (You try): Plan a test
Which material is best for a boat?
Show the steps and answer
- Try wood, metal, plastic.
- Put each in water.
- Record which floats.
Answer: Wood and plastic float, so they are suitable for boats.
Did you know?
Many bicycle helmets use a hard shell and soft foam together, to protect the head in two ways.
Why this matters
Choosing the right material makes things safe, strong and long-lasting.
4. Explore: Best material test
Test which material is best for keeping water out.
- Cover a cup with each material.
- Pour a little water on top.
- See which keeps the cup dry.
- Record in a table.
Think about it: what did you notice?
What did you notice? Waterproof materials keep water out.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A raincoat is made of ___.
- A towel is ___.
- We choose by ___.
- A ___ helps us find out.
Guided practice
Question 1. What is a raincoat made of?
Waterproof plastic.
Question 2. Why is a towel soft?
To dry skin gently.
Question 3. What is a purpose?
What something is for.
Independent practice
Level 1: Start
- What is a raincoat made of?
- Why is a towel soft?
- What is a purpose?
- Why is a window glass?
- What is a test?
Level 2: Grow
- Why is a hammer metal?
- Why choose plastic for a cup?
- Name two properties of a good umbrella.
Level 3: Stretch
- Plan a test for the best material for a bag.
- Explain why a pot is metal.
- Choose a material for a window and explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Which materials are used for houses near you?
Show a sample answer
Bricks, wood, metal 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: Each job needs the right material.
Fix: Paper gets soggy.
8. Lesson summary and revision card
- I can match materials to uses.
- I can give reasons using properties.
- I can compare two materials for a job.
- I can plan a simple test.
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
- Different jobs need different materials.
- We choose a material because of its properties.
- A suitable material is the right one for the job.
- We can test materials to be sure.
11. Next lesson
Next lesson: What is movement. 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.
- What is a purpose? [1 mark]
- Choose a material for a raincoat and give a reason. [2 marks]
- Choose a material for a hammer and give a reason. [2 marks]
- Plan a test for the best umbrella material. [3 marks]
- Why is it important to test? [2 marks]
Total: 10 marks.
Marking guide and model answers
- What something is for [1]
- Plastic [1]; waterproof [1]
- Metal [1]; hard and strong [1]
- Several materials [1]; same test [1]; record results [1]
- To be sure [1]; to choose the best [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
- What is a raincoat made of?
- Why is a towel soft?
- What is a purpose?
- Why is a window glass?
- What is a test?
- Why is a hammer metal?
- Why choose plastic for a cup?
- Name two properties of a good umbrella.
- Plan a test for the best material for a bag.
- Explain why a pot is metal.
Homework
Pick an object at home. Say what it is made of and why that material suits its job.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a raincoat made of? | Waterproof plastic. | 1 |
| 2. Why is a towel soft? | To dry skin gently. | 1 |
| 3. What is a purpose? | What something is for. | 1 |
| 4. Why is a window glass? | To let light in. | 1 |
| 5. What is a test? | A way to find out. | 1 |
| 6. Why is a hammer metal? | It is hard and strong. | 1 |
| 7. Why choose plastic for a cup? | It is light and does not break. | 1 |
| 8. Name two properties of a good umbrella. | Waterproof and light. | 1 |
| 9. Plan a test for the best material for a bag. | Try materials; compare strength. | 1 |
| 10. Explain why a pot is metal. | It is strong and can be heated. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Waterproof plastic.; 2 To dry skin gently.; 3 What something is for.; 4 To let light in.; 5 A way to find out.. Level 2: 1 It is hard and strong.; 2 It is light and does not break.; 3 Waterproof and light.. Level 3: 1 Try materials; compare strength.; 2 It is strong and can be heated.; 3 Glass, because it is see-through..
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 Match materials to uses | 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 Give reasons using properties | 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 Compare two materials for a job | 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 Plan a simple test | 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: “Any material is good for any job.” Each job needs the right material.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Choose a material for three jobs and give reasons.
- 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 to choose materials by their properties and to test them. You do not need to be an expert to help.
- Choose materials for craft together.
- Ask, “Why is this made of metal?”
- Test a material at home.
- 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: match materials to uses; give reasons using properties; compare two materials for a job; plan a simple test.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. Paper, cloth, plastic sheet, cups, water, a table for results. 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. Prepare small samples of different materials. Make a result table. Wipe spills.
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). Tell the umbrella story and ask, “Which is best?”
Explanation (10 min). Teach choosing materials by properties.
Guided activity (10 min). Learners run a waterproof test.
Independent activity (10 min). Learners record and choose.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is it for? Which material is best?
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. “Any material is good for any job.” Each job needs the right material.
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. Choose a material for three jobs and give reasons. 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 10; 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.