Science · Year 1

Active learning ideas

Objects and Their Materials

Active learning helps Year 1 students grasp the difference between objects and materials by engaging their senses and movement. When children touch, sort, and discuss real classroom items, abstract concepts like hardness and flexibility become concrete and memorable.

• National Curriculum Attainment Targets
• KS1: Science - Everyday materials

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 30 min · Pairs

Classroom Hunt: Material Spotters

Provide clipboards and checklists of materials. Students search the classroom in pairs, noting objects and their materials, then report back with examples. Follow with a class chart to tally findings.

Differentiate between an object and the material it is made from.

Facilitation Tip

During Classroom Hunt, assign small groups to specific areas to avoid crowding and ensure every child handles at least one object.

What to look for

Present students with a collection of classroom objects (e.g., a wooden ruler, a plastic pencil sharpener, a metal spoon). Ask them to hold each object and state its name and the primary material it is made from. Observe their ability to correctly name the object and its material.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 25 min · Small Groups

Sorting Tray Challenge

Prepare trays with mixed objects like spoons, blocks, and fabrics. In small groups, children sort items by material into labelled sections, discuss choices, and test by feel or tap. Share one tricky sort with the class.

Analyze why some objects are made from multiple materials.

Facilitation Tip

For the Sorting Tray Challenge, model how to sort by one property first, then challenge groups to sort by two properties together.

What to look for

Give each student a card with a picture of a common object (e.g., a book, a chair, a toy car). Ask them to write or draw the main material the object is made from. Then, ask them to draw a line from the object to the material.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 20 min · Whole Class

Build-a-Object Discussion

Show composite objects like a book or chair. Whole class brainstorms materials used and reasons why, drawing quick sketches. Vote on best matches for function.

Explain how we can identify different materials in our classroom.

Facilitation Tip

Use the Build-a-Object Discussion to pause and ask open-ended questions that require students to justify their choices, such as 'Why did you pick metal for the wheels?'

What to look for

Hold up two objects made of different materials (e.g., a plastic cup and a metal cup). Ask students: 'How are these objects different?' and 'What materials are they made from?' Guide the discussion to help them articulate the distinction between the object and its material.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 15 min · Pairs

Material Match Game

Create cards with object photos and material names. Individually or in pairs, match them, then verify by handling real examples. Extend by inventing an object from two materials.

Differentiate between an object and the material it is made from.

Facilitation Tip

In the Material Match Game, limit the number of cards to prevent overwhelm and rotate pairs every two minutes to keep energy high.

What to look for

Present students with a collection of classroom objects (e.g., a wooden ruler, a plastic pencil sharpener, a metal spoon). Ask them to hold each object and state its name and the primary material it is made from. Observe their ability to correctly name the object and its material.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers approach this topic by prioritising hands-on exploration over explanations. Start with familiar objects and guide children to discover properties through guided noticing, such as 'How does this spoon feel when you bend it?' Avoid rushing to definitions—instead, build understanding through repeated exposure and comparison. Research shows that children learn material properties best when they can test them with multiple senses and discuss their observations with peers.

Successful learning looks like students confidently naming objects and their materials, recognising that many objects combine materials, and explaining why certain materials are chosen for specific jobs. Watch for clear language and evidence of comparison during activities.

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Watch Out for These Misconceptions

• During Sorting Tray Challenge, watch for students who group objects by colour or shape instead of material.

  Prompt students to feel the objects and ask, 'Does the red colour tell us if this is wood or plastic? What does rubbing it tell us?' Model sorting by material first, then introduce colour as a separate property.

• During Material Match Game, watch for students who confuse the object with its material, such as calling a metal spoon 'metal' instead of 'spoon made of metal'.

  Use the language frame 'This is a [object], made of [material]' consistently during the game. Hold up the object and material separately, asking students to name both before matching.

• During Classroom Hunt, watch for students who assume all objects are made of just one material.

  Provide simple disassembly tools like toy cars with screws to open. Ask students to separate parts and name the materials for each piece, then discuss why both materials are needed.

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Methods used in this brief

• Think-Pair-Share