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Lesson 1 Chemical sciences MATERIALS HAVE PROPERTIES Teacher notes Science inquiry focus: What are objects made from? Science Inquiry Skills: • Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA • Communicating C Science as a Human Endeavour: • Students use their five senses while observing objects, to sort objects into groups and to predict the material that each object is made from. Technology/Engineering/Mathematics links: • sorting objects by colour and size • using mathematical language to compare sizes of objects Background information • Objects are made of different materials and can be seen and felt. Some objects are made from natural materials and others are man-made. • Natural materials come from plants, animals and the ground. Materials that come from plants include wood, cotton and latex rubber. Materials that come from animals include wool, silk and leather. Materials that come from the ground include stone; native metals such as copper, silver and gold; and composites such as clay, porcelain and plasticine. • Man-made materials are manufactured from natural materials or created synthetically. These include materials such as glass, plastic, paper, fabric and ceramics. Rubber can also be synthetically made. • While students do not need to know the difference between natural and man-made resources until Year 4, they may inquire as to where materials come from. This could be explained as: some materials come from plants, animals and from the ground, and others are made by humans. Assessment focus: • Use observations or a checklist to monitor the student's ability to sort objects by colour, size and type of material they are made from. • Use the photographs of each group as work samples to demonstrate the student's ability to group objects by colour, size and material. These may also be used to create A3 posters with headings We can sort by colour, We can sort by size, and We can sort by material. Resources • One digital camera for teacher use • A selection of three or four objects made from each type of material listed on page 42. Each group will require the same objects to sort and the objects must be various sizes and colours • One copy of the materials buckets on page 43 for each group. These should be cut out and laminated prior to the lesson for use in other lessons © R.I.C. Publications Low resolution display copy 40 Science: YEAR 978-1-925431-93-3 R.I.C. Publications® – www.ricpublications.com.au A STEM APPROACH F
Chemical sciences MATERIALS HAVE PROPERTIES Lesson 1 Lesson plan Introduction: 1. Play a sorting game with the class. Have all students sit on the mat and silently select a category, such as hair colour. Allocate a position in the classroom for each hair colour without the students knowing. Silently, tap individual students on the shoulder and point to the allocated position or say a student's name in that group to instruct them where to move to. When all students have been allocated a position, they quietly discuss why they think they have been placed together. QP PC PA 2. Discuss that humans often sort objects into groups that have something in common. How else could we sort everyone into groups? Encourage students to think about size, clothing worn, gender and eye colour. QP Development: 3. Divide the class into groups of between four and six students, and in the middle of each group place an assortment of pre-prepared objects from each type of material listed on page 42. Each group's objects should be the same and should contain a variety of different-sized and different-coloured objects. Ask students Can you sort these objects by colour? How many groups did you make? How would you label each group? Check each group's answers as they work and clarify any objects that are in the wrong group. Take a digital photograph of each group with their sorted objects. QP PC PA 4. Using the same objects, complete the same activity but ask students to sort objects according to size. Repeat the questions and take a photograph of each group with their sorted objects. Discuss that sometimes we group objects by their appearance, such as their colour, size or shape, but we can also use our other senses to group items in different ways. QP PC PA 5. Using the same objects, ask students to use their five senses to sort the objects into the materials they think each object is made from. Ask students How many groups did you make? How would you label each group? Depending on students' answers, ask them to try to sort the items into eight different groups of materials. Take a digital photograph of each group with their sorted objects. QP PC PA 6. Give each group a pre-prepared set of the eight buckets on page 43. Assist students to read the words on each label, looking for beginning, middle and end sounds. This will help them to read the words independently during the activity. Ask students Can you match these buckets to your groups? Do any objects need to change groups? Students move any incorrect objects to where they think they should be placed. Take another digital photograph of each group with their sorted objects. PC PA Differentiation: • Less capable students may be told the labels to each sorting activity and asked to sort the objects into those groups. For example, can you sort these objects into small, medium and large objects? Can you group all the metal objects together? • More capable students should be encouraged to name, write or draw other objects that are made from each material. © R.I.C. Publications Low resolution display copy 7. As a class, ask one group to share the objects they had in one group of materials. Take turns to allow all groups to share. Discuss the correct answers and encourage students to check their groupings and make any adjustments necessary. PA C Reflection: 8. Using a think-pair-share, think of a material and ask students to name an object that is made from that material. For example, can you think of an object that is made from metal? Each pair must choose two different objects to share with the class. PA C R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-93-3 YEAR F Science: A STEM APPROACH 41
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