Science · Year 1 · Material World: Properties and Purpose · Term 1

Describing Materials by Sight and Feel

Students will use visual and tactile observations to describe and categorize various materials based on properties like color, texture, and hardness.

• ACARA Content Descriptions
• AC9S1U03

About This Topic

Sensing Materials focuses on the observable properties of objects using the five senses. In Year 1, students learn to move beyond simple labels and start using descriptive scientific language like 'opaque', 'flexible', 'rough', or 'translucent'. This topic aligns with AC9S1U03, where students explore how the properties of materials determine their use. It is the first step in understanding the material world and how humans select resources for specific tasks.

In an Australian context, this can include exploring natural materials used by First Nations peoples, such as different types of wood for tools or grasses for weaving. Students learn that the 'feel' and 'look' of a material tells us what it might be good for. This topic comes alive when students can engage in sensory-rich investigations that require them to describe materials without seeing them, forcing a reliance on touch and sound.

Key Questions

1. Differentiate between shiny and dull materials.
2. Analyze how color and texture help us identify materials.
3. Construct a classification system for materials based on their appearance.

Learning Objectives

• Classify a range of common materials based on observable properties such as color, texture, and hardness.
• Compare and contrast the tactile and visual properties of at least three different materials.
• Analyze how specific properties like shininess or roughness influence the potential use of a material.
• Describe the texture and color of given materials using precise scientific vocabulary.

Before You Start

Using the Senses to Explore

Why: Students need to be familiar with using their senses of sight and touch to gather information about their environment.

Identifying Common Objects

Why: Students should be able to recognize and name a variety of everyday objects before describing their material properties.

Key Vocabulary

Texture	Describes how a material feels when touched, including words like rough, smooth, bumpy, or soft.
Color	Describes the hue of a material as seen by the eye, such as red, blue, green, or yellow.
Hardness	Describes how resistant a material is to being scratched or dented; whether it is soft or firm.
Shiny	Describes a material that reflects a lot of light, often appearing bright or lustrous.
Dull	Describes a material that does not reflect much light, appearing matte or not bright.

Watch Out for These Misconceptions

Common Misconception

Hard things are always heavy.

What to Teach Instead

Show a large piece of pumice stone or a hollow plastic brick. By weighing these against a small but heavy metal bolt, students can see that hardness and weight are different properties. Hands-on 'heaviness' testing helps correct this.

Common Misconception

All shiny things are made of metal.

What to Teach Instead

Provide examples of shiny plastic, glass, or polished stones. A sorting activity where students group objects by 'shininess' and then by 'material type' helps them distinguish between an appearance and the material itself.

Active Learning Ideas

Inquiry Circle: The Feely Bag

In pairs, one student places a material (sponge, rock, silk, wood) in a bag. The other student feels it and describes its properties (bumpy, soft, hard) to guess what it is before taking it out to check.

20 min·Pairs

Gallery Walk: Material Scavenger Hunt

Place various objects around the room. Students carry a 'property card' (e.g., 'Find something shiny') and must find and stand next to an object that matches their card, explaining their choice to a partner.

25 min·Individual

Think-Pair-Share: The Best Umbrella

Show students a piece of paper, a piece of plastic, and a piece of fabric. Ask them to discuss in pairs which would make the best umbrella and why, focusing on the property of being 'waterproof'.

15 min·Pairs

Real-World Connections

• Interior designers select paint colors and finishes, like matte (dull) or glossy (shiny) paints, and choose materials with specific textures for furniture and flooring to create a desired atmosphere in a room.
• Toy manufacturers consider material properties like softness for plush toys or hardness for building blocks to ensure safety and suitability for young children.
• First Nations artisans in Australia use their knowledge of local materials, such as the texture of different grasses for weaving or the hardness of specific woods for carving, to create functional and beautiful objects.

Assessment Ideas

Exit Ticket

Provide students with two different materials (e.g., sandpaper and cotton ball). Ask them to write one sentence describing the texture of each and one sentence comparing them.

Discussion Prompt

Present students with a collection of objects (e.g., a metal spoon, a wooden block, a fabric swatch). Ask: 'How can you tell these materials apart just by looking? What if you closed your eyes? What words would you use to describe how they feel?'

Quick Check

Hold up a material (e.g., a piece of aluminium foil). Ask students to give a thumbs up if it is shiny and a thumbs down if it is dull. Then, ask them to describe its texture using one word.

Frequently Asked Questions

How do I introduce scientific vocabulary to Year 1s?

Start with everyday words and then 'bridge' to scientific ones. If a student says 'I can see through it', introduce the word 'transparent'. Use word walls with textures attached to the words so students can touch the 'rough' sandpaper while seeing the word.

What are some Indigenous materials we can explore?

Look at materials like Melaleuca (paperbark) which is soft and waterproof, or Xanthorrhoea (grass tree) resin which is hard and sticky. Discussing how these properties made them useful for blankets or glue connects science to traditional technologies.

How can active learning help students understand sensing materials?

Active learning encourages students to use their senses simultaneously. A 'sensory circuit' where they touch, listen to, and look at materials allows them to build a multi-dimensional understanding of properties. This hands-on engagement makes the vocabulary more meaningful because it is tied to a physical sensation.

Why is classifying materials important at this age?

Classifying is a foundational science skill. It teaches students to look for patterns and organize information. By grouping materials, they begin to understand that the world isn't just a collection of random things, but a system of materials with predictable behaviors.