PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 6 Materials MATERIALS HAVE PROPERTIES Teacher Notes Science Inquiry Focus: What types of materials are used to make clothing? Skills Development/Working Scientifically: • Questioning • Investigating and experimenting • Analysing • Recording and communicating Science Learning Outcome: • Pupils investigate how different types of materials are used to make different clothing. Background Information • Clothing and accessories are made of different materials depending on their use and the availability of materials. They can be made from natural fibres such as cotton, linen, wool or silk, or from man-made fibres such as acrylic, nylon, polyester or lycra. Clothing can also be made of other materials including leather, metal, plastic or wood. • Cotton can be used to make jeans, T-shirts and socks. It is strong when woven into fabric, soft, flexible, smooth, cool to wear and very absorbent. • Wool can be used to make jumpers, gloves, beanies and scarves. It is strong when woven into fabric, soft, flexible, rough, warm to wear and absorbent. • Leather can be used to make jackets, vests, trousers, skirts and belts. It is strong, flexible or stiff (depending on the object), smooth or rough and is cool in summer and warm in winter. • Silk can be used to make dresses, ties, hair ribbons and suits. It is strong when woven into fabric, soft, flexible, smooth, shiny, warm to wear and is absorbent. • Plastic can be used to make raincoats, wellington boots and umbrellas. It is strong, flexible or stiff, (depending on the object), and is smooth and waterproof. Technology/Engineering/Mathematics Links: • Viewing digital texts, including videos. • Participating in an online interactive activity. • Using the ShowMe application on a tablet computer to take digital photographs and record audio over the images Assessment Focus: • View the pupil's ShowMe videos to monitor their ability to describe the properties of materials used to make clothing. Resources • Online interactive activity—Weather Wheel at • Two pieces of clothing made from nylon or lycra, such as a swimsuit, a leotard or cycling shorts • One piece of clothing made from cotton, such as jeans, a T-shirt or cotton socks • One piece of clothing made from wool, such as a woollen jumper, a beanie, a scarf or woollen gloves • One piece of clothing made from leather, such as a jacket, a vest, a skirt or a belt • One piece of clothing made from silk, such as a silk dress, a silk top, a tie or a hair ribbon • One piece of clothing made from plastic, such as a raincoat or wellington boots • Five sets of coloured and laminated property cards on pages 80 and 81 (re-use from Lesson 2) • Five tablet computers with the ShowMe application installed Viewing sample 92 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Materials MATERIALS HAVE PROPERTIES Lesson 6 Lesson Plan Introduction: 1. Pupils participate in an online activity at , where they spin a wheel to select a weather condition (raining, snowing or sunny) and choose the appropriate clothing to match the conditions. Pupils should be encouraged to explain why they chose each piece of clothing for the conditions. Development: 2. Show pupils two pieces of clothing made from nylon or lycra, such as a swimsuit, a leotard or cycling shorts. Using a think-pair-share, pupils discuss the questions If someone was wearing this clothing, what might they be doing? and Why would they wear that particular type of clothing for that activity? Explain to pupils that materials are chosen for clothing based on their properties. Clothing made from nylon or lycra, such as a swimsuit, a leotard or cycling shorts, will be very flexible, stretchy and lightweight. It is designed to be tight-fitting and is often used for exercising. 3. 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 pupils are unsure of. 4. Divide the class into five groups and allocate each group a type of clothing material—cotton, wool, leather, silk or plastic. Give each group a tablet computer with the ShowMe application installed, one piece of clothing that is made from their given material and a set of property cards from Lesson 2. Note: Examples of clothing made from each material is provided in the resource section on page 92. As a group, pupils use their senses to describe the piece of clothing and its properties. Pupils then use the ShowMe application to take a digital photograph of the clothing and describe what material they think it is made from based on its properties, taking turns at speaking. Pupils may also explain what activity they think that piece of clothing is best suited to based on its properties. Alternatively, pupils can create posters for each type of material. After a few minutes, rotate groups until they have all observed the five materials. Differentiation • Less able pupils may be grouped together and given limited properties to test for each material. An adult helper can assist pupils to read the property cards and ask the pupils questions, such as Can you stretch it? Is it flexible? (or Can it bend?). • More able pupils may be encouraged to research other objects made from each material to create a list of objects for each material. 5. Play a guessing game with the pupils by thinking of a piece of clothing made from wool, cotton, leather, silk or plastic and, without telling pupils what the piece of clothing is, describing its properties and the activity you may be doing while wearing that piece of clothing; for example, 'I'm thinking of a piece of clothing that is made of wool. It is soft, fluffy and flexible. I wear it on my hands to keep them warm in winter. My piece of clothing is … (woollen gloves or mittens)'. Depending on pupils' abilities, they may be encouraged to play this game in pairs. Reflection: 6. View the online video—Properties of Fabrics: The Cross-country Run at to see a race between three children each wearing an outfit made of a different material—plastic, paper and metal. Using a think-pair-share, pupils discuss the question at the end of the video—Why did Sarah's clothing help her win the race? Viewing sample www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants Science: A STEM APPROACH 93
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PR-6170RUK Science A STEM Approach - Primary 1

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