PR-6170RUK Science A STEM Approach - Primary 1

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
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