PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 2 Materials MATERIALS HAVE PROPERTIES Teacher Notes Science Inquiry Focus: What do objects that are made from wood, glass, metal and rubber look, smell and feel like? Skills Development/Working Scientifically: • Questioning • Observing • Investigating and experimenting • Recording and communicating Science Learning Outcome: • Pupils use their five senses while observing objects to investigate the basic properties of objects made from wood, glass, metal and rubber. Technology/Engineering/Mathematics Links: • Sorting objects by the material they are made from. • Using mathematical language to describe thickness, weight and size of objects. • Exploring properties of materials. • Participating in an online interactive activity sorting objects by the material they are made from. Background Information • All objects are made from materials that have observable properties. These properties make the material useful for different purposes. • The properties of a material describe its size, shape, colour, texture, malleability, flexibility, strength, odour, sound, density, absorbancy or transparency. See pages 80 and 81 for more detail. • Materials may have opposing properties depending on the object; for example, a steel bar is strong and rigid but aluminium foil is weak and flexible. Wood • strong • hard • dull • rough/ smooth Metal • strong/ weak • hard • dull/shiny • rough/ smooth • flexible/ rigid • coloured • natural smell • flexible/ rigid • coloured • no smell Glass • strong/ weak • hard/soft • shiny Rubber • strong/ weak • hard/soft • dull • rough/ smooth • smooth • rigid • seethrough • no smell • flexible/ rigid • coloured • natural smell Assessment Focus: • Monitor the pupil's participation and observation skills while they explore the properties of materials, including the pupil's use of descriptive words and use of sight, smell and feel. Resources • One digital camera for teacher use • A selection of five different objects made from each material—wood, glass, metal and rubber. A list of easily accessible objects for each material can be found on page 76. These need to be placed in a cardboard box so pupils cannot see them. • Four hula hoops • An enlarged set of the property cards on pages 80 and 81 These should be coloured, cut out and laminated prior to the lesson for use in other lessons. • Five sets of the property cards on pages 46 and 47. These should be coloured, cut out and laminated prior to the lesson for use in other lessons. • Online interactive activity— Grouping and Changing Materials at Viewing sample 78 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Materials MATERIALS HAVE PROPERTIES Lesson 2 Lesson Plan Before the lesson, collect five objects each that are made solely from wood, glass, metal and rubber. Note: Suggestions of easily accessible objects that exhibit a range of properties have been provided on page 76. Place the objects in a cardboard box and place the box and four hula hoops in the centre of the mat. Label each hoop with a different material—wood, glass, metal and rubber. Introduction: 1. As a class, sit in a circle around the cardboard box and the hula hoops. Ask two pupils at a time to quickly select an object from the box and choose which material they think it is made from. Pupils should be encouraged to describe their thinking, such as I think this object is made from metal because it is hard and shiny. Encourage other pupils to, without saying anything, put their hand up if they disagree with the material choice. The pupil who is sorting the object must then doublecheck their choice and sit down when finished. Repeat the activity until all pupils have had a turn. Note: Digital photographs may be taken to use as evidence of pupils sorting objects by the material it is made from. Development: 2. While pupils are sitting on the mat, display an enlarged set of the property cards on pages 80 and 81. Encourage pupils to sound out each word. Describe the meaning of the word to pupils with reference to the image so that pupils can read the words independently during the activity. 3. Divide the class into five groups and give each group an object made of wood and a set of property cards from pages 80 and 81. Pupils work as a group to explore the properties of the object they have. Differentiation • Less able pupils may be grouped together and given an easy-to-describe object from each material or be given limited properties to test for each object. An adult helper can assist pupils to read the property cards and ask pupils questions, such as Can you bend it? • More able pupils may be grouped together and encouraged to create a poster of the properties for each material, copying the words from each property card that applies. 4. After a few minutes, pupils share the properties of their group's object with the other groups. As pupils suggest the properties of their object, add their descriptive words to an A3 piece of paper to create a poster of the properties of each material. 5. Select a pupil to return their object to the hula hoop on the mat and repeat steps 3 and 4 for the remaining materials. Reflection: 6. Using the interactive whiteboard, display the game Grouping and Changing Materials at . Select individual pupils to participate in sorting objects by the material it is made from—wood, glass, metal and rubber. Pupils explain why they think the object is made from that material with reference to its observable properties. Viewing sample www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants Science: A STEM APPROACH 79
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