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Science lesson plan · 2nd grade (Year 3 in England) · 30 minutes

Choosing materials for a job

Materials and their properties

CCSS NGSS.2-PS1-2CCSS NGSS.K-2-ETS1-1England: KS1 Y2 Uses of everyday materials

Objective and success criteria

Students will: Choosing materials for a job.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Properties of materials

Leads to: the next skill in this area.

Materials: A tray of everyday objects, Sorting hoops, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Properties of materials). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. A sponge soaks up water. Which word describes it? (waterproof / absorbent / transparent / shiny) → absorbentPrompt: It takes in water.
  2. Which of these lets electricity flow through it? (a wooden stick / copper wire / a plastic spoon / a rubber band) → copper wirePrompt: Which one is a metal?
  3. Properties of materials: which statement is true? (Rubber is rigid. / Glass is transparent. / All metals are magnetic. / Fabric is always waterproof.) → Glass is transparent.Prompt: Think about a coin, a window and a raincoat.

Hook · 3 min

  • Pass round objects made of different materials and ask why each one was chosen.
  • Share the objective: Choosing materials for a job. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Why is a towel made of fabric like cotton?
  • Step 1: Absorbent fabric soaks up water from your skin.
  • Step 2: So the answer is: It is soft and absorbent
  • Answer: It is soft and absorbent
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Why would a chocolate teapot be a bad idea? (Chocolate is magnetic / Chocolate is too heavy / Chocolate is transparent / Chocolate melts when hot water is poured in) → Chocolate melts when hot water is poured inPrompt: What happens to chocolate when it gets warm?
  2. Why are car tyres (tires) made of rubber? (Rubber is transparent / Rubber is a metal / Rubber is flexible and grips the road / Rubber absorbs water) → Rubber is flexible and grips the roadPrompt: Think about grip and bumps in the road.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why would a chocolate teapot be a bad idea? (Chocolate is transparent / Chocolate is too heavy / Chocolate melts when hot water is poured in / Chocolate is magnetic) → Chocolate melts when hot water is poured inPrompt: What happens to chocolate when it gets warm?
  2. Bridges are often made of steel. Which property matters most? (absorbency / softness / transparency / strength) → strengthPrompt: A bridge must carry heavy loads.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Properties of materials.
  • Use concrete materials: a tray of everyday objects.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-2.

Free lesson plan from eurekami.com/lesson-plan-builder

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Choosing materials for a job

Name

Date

Score/ 6

  1. Question 1

    Why is a towel made of fabric like cotton?

    • A. It is hard
    • B. It is waterproof
    • C. It is transparent
    • D. It is soft and absorbent

  2. Question 2

    Why are electrical wires made of copper covered in plastic?

    • A. Copper is see-through
    • B. Copper is magnetic and plastic is shiny
    • C. Copper conducts electricity; plastic insulates for safety
    • D. Plastic conducts electricity better than copper

  3. Question 3

    Choosing materials: which statement is true?

    • A. Saucepan handles are often made of plastic or wood because they are thermal insulators.
    • B. Glass is a good material for a football.
    • C. Metal is best for a window you want to see through.
    • D. Cotton wool is good for a raincoat.

  4. Question 4

    Which material is best for a raincoat?

    • A. cotton wool
    • B. paper
    • C. glass
    • D. waterproof plastic-coated fabric

  5. Question 5

    Why are car tyres (tires) made of rubber?

    • A. Rubber is transparent
    • B. Rubber is a metal
    • C. Rubber is flexible and grips the road
    • D. Rubber absorbs water

  6. Question 6

    Which material is best for the handle of a frying pan?

    • A. ice
    • B. a hard plastic that is a thermal insulator
    • C. copper
    • D. glass

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Answer key: Choosing materials for a job

  1. 1. D. It is soft and absorbent

  2. 2. C. Copper conducts electricity; plastic insulates for safety

  3. 3. A. Saucepan handles are often made of plastic or wood because they are thermal insulators.

  4. 4. D. waterproof plastic-coated fabric

  5. 5. C. Rubber is flexible and grips the road

  6. 6. B. a hard plastic that is a thermal insulator