Physical Properties of Matter

Grade 1 · General Science

Semester 1 | Period 1 | Week 4

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Subject: General Science

Semester: 1

Period: 1

Week: 4

School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 1
Date: Week 4
Lesson Duration: 45 minutes
Week & Period: Week 4, Period 1
Topic: Physical Properties of Matter
Sub-topic: Size and Shape

Learning Objectives
By the end of the lesson, students should be able to:
• Identify and compare objects by size (big and small)
• Identify and compare objects by shape (round, square, long, short, etc.)
• Sort classroom objects by size and shape

Previous Knowledge
Students already know:
• They see objects of different sizes at home (e.g., big chair, small cup)
• They see objects of different shapes (e.g., ball is round, book is square)

Instructional Materials
• Real classroom objects (books, balls, pencils, boxes, cups)
• Chart showing different shapes (circle, square, rectangle, triangle)
• Flashcards with big and small pictures (elephant vs. rat, bus vs. car)

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
• Teacher shows a big book and a small book: “Which one is big? Which one is small?”
• Teacher shows a ball and a box: “What is the shape of this ball? What is the shape of this box?”
• Teacher says: “Today we will learn about size and shape.”

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role and Explanation

  • Teacher introduces: “Today we will learn about size and shape. Every object around us has a size and a shape.”
  • Teacher explains in simple words:
    • Size tells us if something is big or small.
    • Shape tells us if something is round, square, long, short, rectangular, or triangular.
  • Teacher writes the words on the board: Size = Big/Small. Shape = Round, Square, Long, Short, Rectangle, Triangle.

 

Illustrations and Demonstrations

  • For Size:
    • Teacher shows a picture of an elephant and a rat → asks: “Which is big? Which is small?”
    • Teacher shows a bus and a car → pupils answer: “Bus is big, car is small.”
    • Teacher points to the blackboard and a small book → “The board is big, the book is small.”
  • For Shape:
    • Teacher shows:
      • A ball → round (circle).
      • A book → rectangle or square.
      • A slice of bread → square.
      • A roof (drawing) → triangle.
      • A door → rectangle.
    • Pupils repeat the names of the shapes aloud.

 

Learners’ Activities (Expanded)

  1. Choral Response:
    • Pupils repeat after teacher: “Big and small are sizes.”
    • Pupils repeat after teacher: “Circle, square, rectangle, triangle are shapes.”
  2. Flashcard Activity (Size):
    • Teacher flashes elephant/rat, bus/car, cup/bucket, mango/orange.
    • Pupils shout: “Big!” or “Small!”
  3. Shape Recognition Game:
    • Teacher draws circle, square, rectangle, triangle on the board.
    • Pupils point to objects in the class with the same shape:
      • Circle = clock, plate.
      • Square = window, tile.
      • Rectangle = book, door.
      • Triangle = ruler set-square, roof.
  1. Sorting Game (Practical):
    • Teacher places different objects on a table (chalk box, eraser, ball, bottle, ruler, toy car).
    • Pupils sort into groups:
      • Big things / Small things.
      • Round / Square / Long / Short things.
  1. Outdoor Activity (if possible):
    • Pupils go outside and identify things:
      • A tree is big, a flower is small.
      • The sun is round, a window is rectangular.

 

Assessment Checks (Expanded)

Teacher asks orally and points to objects:

  1. Which one is big? Which one is small? (Book vs. board, stone vs. pebble, bucket vs. cup)
  2. What is the shape of a ball? (Round)
  3. What is the shape of a book? (Square or rectangle)
  4. Show me one long thing in the class. (Pencil, ruler, broomstick)
  5. Show me one short thing in the class. (Eraser, chalk, small toy)
  6. Mention two shapes you know. (Circle, square, rectangle, triangle)

 

Notes (Expanded & Detailed for Pupils)

  • Objects have size and shape.
  • Size tells us if something is:
    • Big (bus, elephant, blackboard)
    • Small (cup, rat, eraser)
  • Shape tells us if something is:
    • Round (ball, plate, sun)
    • Square (tile, window, bread slice)
    • Rectangle (book, door, table)
    • Triangle (roof, slice of cake, ruler set-square)
    • Long (pencil, stick, rope)
    • Short (eraser, button, coin)

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Teacher revises:
– Size = big/small
– Shape = round, square, long, short
• Students point to objects in class to show what they learned.

Evaluation Method (Expanded):
• Exit slip/quiz: Each child points to one big thing and one small thing in the classroom.
• Teacher gives oral feedback.

Assignment (Expanded):
• Draw one big object and one small object in your notebook. Write “big” and “small” under them.

Follow-up Activity:
• Teacher will create a “Size and Shape Corner” with objects of different sizes and shapes for students to handle and sort.

Differentiation / Inclusive Strategies
• Use real objects for children who cannot identify shapes from pictures.
• Pair fast learners with slower learners for group sorting.
• Encourage clapping and pointing responses for non-writers.

Teacher’s Reflection (After Class)
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☑ Low