6172RB Science a STEM approach Year 2 low res watermark
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Lesson 2<br />
Chemical sciences<br />
LIVING IN A MATERIAL WORLD<br />
Teacher notes<br />
<strong>Science</strong> inquiry focus:<br />
What materials are found in the local environment? What are<br />
their properties? How are they used?<br />
<strong>Science</strong> Inquiry Skills:<br />
• Questioning and predicting QP<br />
• Planning and conducting PC<br />
• Processing and analysing data and information PA<br />
• Evaluating E<br />
• Communicating C<br />
<strong>Science</strong> as a Human Endeavour:<br />
• Students observe objects, ask questions about and<br />
describe properties of materials.<br />
• Students understand that science is used in daily life, such<br />
as when appropriate materials are used for objects.<br />
Technology/Engineering/Mathematics links:<br />
• using digital devices to photograph an object<br />
• using a digital application like PowerPoint or ShowMe to<br />
add written observations to a digital photograph<br />
• interpreting simple tally <strong>res</strong>ults about the frequency that a<br />
type of material is found in an outdoor playground<br />
Background information<br />
• Materials have properties—basic or essential attributes that<br />
can distinguish them from other materials and which can<br />
be detected using the senses. The property of a material is<br />
a description of its characteristics (adjectives that tell about<br />
the material).<br />
• Some common properties include hardness (<strong>res</strong>istance<br />
to scratching and p<strong>res</strong>sure), strength (the amount of<br />
force needed to break the material by pushing or pulling<br />
down), toughness (<strong>res</strong>istance to breaking by cracking),<br />
elasticity (ability to return its original shape when a force<br />
is removed), absorbency (ability to soak up a liquid),<br />
waterproofness (<strong>res</strong>istance to liquids), and transparency<br />
(ability to be seen through).<br />
• Outdoor materials are often more durable and <strong>res</strong>istant to<br />
weather. Students are more likely to observe hard plastic,<br />
wood, bricks, metal, sand, grass, plastic netting for sports<br />
equipment, rubber etc.<br />
Assessment focus:<br />
• The completed worksheet<br />
on page 48 or the digital<br />
p<strong>res</strong>entation may be used as a<br />
formative assessment activity.<br />
• Observe discussions in<br />
Step 5 to gauge the student’s<br />
ability to evaluate and<br />
communicate findings.<br />
Resources<br />
• What if rain boots were<br />
made of paper? by Kevin<br />
Beals and P David Peterson<br />
at <br />
• Sufficient copies of page 48<br />
(optional)<br />
• Computer tablet to take<br />
digital photographs<br />
• Digital application such as<br />
PowerPoint or ShowMe<br />
© R.I.C. Publications<br />
Low <strong>res</strong>olution display copy<br />
46 <strong>Science</strong>:<br />
A <strong>STEM</strong> APPROACH<br />
YEAR<br />
2<br />
978-1-925431-95-7 R.I.C. Publications® – www.ricpublications.com.au
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