PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 4 Materials MATERIALS HAVE PROPERTIES Teacher Notes Science Inquiry Focus: What do objects that are made from different fabrics 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 different materials. 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, natural wool may smell like lanolin but treated wool may have no smell. Wool • strong • soft • dull • rough/smooth • flexible • coloured • smell/no smell Felt • strong • soft • dull • rough/smooth • flexible • coloured • smell/no smell Silk • strong • soft • shiny • smooth • flexible • coloured • smell/no smell Cotton • strong • soft • shiny • smooth • flexible • coloured • smell/no smell Technology/Engineering/Mathematics Links: • Sorting objects by the fabric they are made from. • Using mathematical language to describe the thickness, weight and size of objects. • Exploring properties of materials. Assessment Focus: • Use page 86 or 87 monitor the pupil's observation skills while they explore the properties of fabric, including the pupil's use of descriptive words and use of sight, smell and feel. Resources • One digital camera for teacher use • One woollen scarf or similar woollen clothing item • One cotton pillowcase or similar cotton bedding item • One felt board with characters or similar felt-based toy • One silk tie or similar silk clothing item • One container for each group containing: a ball of wool/yarn, a 10-cm length of silk ribbon, a felt square (10 cm 2 ) and a square of cotton fabric (10 cm 2 ) • An enlarged set of coloured and laminated property cards on pages 80 and 81 (re-use from Lesson 2) • Five sets of coloured and laminated property cards on pages 80 and 81 (re-use from Lesson 2) • One copy of page 86 or 87 for each group, depending on ability • Online image—Which of these things are made of fabric? at (optional) Viewing sample 84 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Materials MATERIALS HAVE PROPERTIES Lesson 4 Lesson Plan Introduction: 1. On a table at the front of the class, display a woollen scarf, a cotton pillowcase, a felt board with felt characters and a silk tie. Pupils suggest what type of material these objects are made from (fabric). Alternatively, display the image at and ask pupils to predict which objects they think are made of fabric and why. Development: 2. While pupils are sitting on the mat, revise the property cards used in Lesson 2. Ask pupils to explain what each word means in their own words. Clarify any that the pupils are unsure of. 3. Divide the class into groups of four and give each group a ball of wool/yarn, a piece of thick, silk ribbon (approximately 10 cm), a felt square (approximately 10 cm 2 ) and a square of cotton fabric (approximately 10 cm 2 ). Pupils use their senses to describe what each type of fabric looks and feels like to determine a set of common properties for fabrics. Pupils use page 86 to record their observations of each type of fabric in the outer sections and write a set of common properties in the centre section. Note: Digital photographs may be taken to use as evidence of the pupils using their senses to describe the fabric. Differentiation • Less able pupils may use the checklist on page 87 to examine the properties of each type of material. An adult may also assist the pupils to scribe the common properties or pupils can explain the properties of fabric by creating a video. • More able pupils may be encouraged to research or predict what objects they think each type of fabric is used for and record their answers on a blank piece of paper. 4. Ask two groups to pair up and share their observations and their set of common properties of fabrics. Reflection: 5. Choose pupils to share their observations and their common properties with the class. Reinforce the common properties of these four fabrics and the differences between them; for example, they are all strong, soft, flexible and coloured. Discuss that some fabrics may be rough like felt or smooth like silk, and that some may have a natural smell. 6. Review the objects displayed during the Introduction. Select one of the objects and ask pupils to suggest words to describe its properties. Pupils can then predict which type of fabric (wool, silk, felt or cotton) they think it is made from based on its observable features. Note: If the image at was used in the introduction, pupils will have to rely on their sense of sight to predict the type of material used. Viewing sample www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants Science: A STEM APPROACH 85
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PR-6170RUK Science A STEM Approach - Primary 1

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