Science · Grade 1 · Materials, Objects, and Structures · Term 2

Materials and Their Uses

Students will connect the properties of materials to their appropriate uses in everyday objects through gallery walks and concept mapping.

• Ontario Curriculum Expectations
• 2-PS1-2

About This Topic

Reducing and Reusing Materials connects science to environmental stewardship and social responsibility. Students examine how the objects they use every day are made from natural resources and what happens to those materials when they are no longer needed. In the Ontario curriculum, this topic emphasizes the 'R's (Reduce, Reuse, Recycle) and encourages students to think about the lifecycle of products. This is a perfect place to discuss the Indigenous concept of 'Seven Generations,' where decisions made today should protect the world for those living seven generations in the future.

Students explore the difference between natural and human-made materials and the energy required to create new things. By finding new uses for 'trash,' students develop creative problem-solving skills. This topic is most effective when students engage in active, collaborative projects that turn waste into something functional.

Key Questions

1. Analyze why a window is made of glass and not wood.
2. Justify why a spoon is usually made of metal or plastic.
3. Predict what would happen if a raincoat was made from paper.

Learning Objectives

• Classify common objects based on the properties of the materials they are made from.
• Explain why specific materials are chosen for particular everyday objects, referencing material properties.
• Compare and contrast the suitability of different materials for a given purpose, such as a raincoat or a window.
• Design a new use for a common household material, demonstrating an understanding of its properties.

Before You Start

Sorting and Classifying Objects

Why: Students need to be able to sort and group objects based on observable characteristics before they can classify them by material properties.

Identifying Common Objects

Why: Students must be able to identify everyday objects to connect them with the materials they are made from and their uses.

Key Vocabulary

Property	A characteristic of a material, such as hardness, flexibility, or absorbency, that helps describe it.
Absorbent	A material that can soak up liquids, like a sponge or paper towel.
Flexible	A material that can bend easily without breaking, like rubber or fabric.
Rigid	A material that is stiff and does not bend easily, like wood or hard plastic.
Transparent	A material that allows light to pass through it, so you can see objects on the other side, like clear glass.

Watch Out for These Misconceptions

Common Misconception

Recycling is the best and only way to help.

What to Teach Instead

Many students think recycling 'fixes' everything. Active discussion helps them realize that reducing (using less) and reusing (using again) are actually better for the environment because they save more energy and resources.

Common Misconception

Everything that goes in the trash just disappears.

What to Teach Instead

Children often don't understand the concept of a landfill. Using a simulation (like a 'mini-landfill' in a jar) shows how some materials stay around for a very long time, while others break down.

Active Learning Ideas

Stations Rotation: Sort the Scraps

Set up stations with various 'waste' items. Students work in groups to decide if an item should be reduced (not used at all), reused (used again for a new purpose), or recycled (processed into something new).

30 min·Small Groups

Inquiry Circle: The Upcycle Challenge

Give each group a 'mystery' piece of trash (e.g., an empty milk carton). They must work together to design and build a useful tool, like a bird feeder or a pencil holder, using only that item and tape.

50 min·Small Groups

Think-Pair-Share: The Lunchbox Audit

Students look at their own lunch containers (or a sample lunch). They identify one thing that could be replaced with a reusable option and explain to a partner how that helps the Earth.

15 min·Pairs

Real-World Connections

• Product designers at IKEA select materials like particleboard, metal, and plastic for furniture, considering factors like cost, durability, and ease of assembly for consumers.
• Construction workers choose specific materials for different parts of a building, using concrete for foundations because it is strong and rigid, and glass for windows because it is transparent.

Assessment Ideas

Quick Check

Provide students with pictures of five common objects (e.g., a metal spoon, a wooden chair, a glass window, a rubber boot, a paper book cover). Ask them to write down the main material each object is made from and one property that makes it suitable for its use.

Exit Ticket

Present students with a scenario: 'Imagine you need to build a boat that can float.' Ask them to list two materials they would consider using and explain why each material's properties would be helpful for building a boat.

Discussion Prompt

Pose the question: 'Why don't we make raincoats out of paper?' Facilitate a class discussion where students share their ideas, focusing on the property of absorbency and how it relates to the function of a raincoat.

Frequently Asked Questions

How can active learning help students understand reducing and reusing?

Active learning turns an abstract concept like 'sustainability' into a tangible task. When students physically transform a plastic bottle into a useful planter, they experience the value of a material firsthand. This hands-on success builds a 'stewardship identity,' making them more likely to practice these habits at home and in the community.

What is the difference between natural and human-made materials for Grade 1?

Keep it simple: Natural materials come directly from the Earth (wood, stone, wool). Human-made materials are changed by people in factories (plastic, glass, metal). Use a sorting activity with physical samples to help students distinguish between them.

How do I handle the topic of 'waste' without making students feel guilty?

Focus on support and creativity rather than blame. Frame the lessons around being 'Earth Heroes' or 'Inventors.' Highlight how small, positive changes in the classroom can make a big difference collectively.

Are there any French resources for teaching the 3 Rs?

Yes, many Ontario school boards provide 'Réduire, Réutiliser, Recycler' posters and songs. Using these helps integrate French Language Arts with Science, reinforcing the bilingual nature of the curriculum.