Science lesson plan · 2nd grade (Year 3 in England) · 45 minutes
Build, take apart and rebuild with the same pieces
Materials and their properties
CCSS NGSS.2-PS1-3England: KS1 Y2 Uses of everyday materials
Objective and success criteria
Students will: Build, take apart and rebuild with the same pieces.
- 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: One material, many objects; one object, many 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 · 5 min
- Quick retrieval from earlier learning (One material, many objects; one object, many materials). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which of these is usually made of metal? (a bicycle frame / a mirror / a pillowcase / a cricket or baseball bat) → a bicycle framePrompt: Think about how each object feels and what it needs to do.
- Three of these are usually made of wood. Which one is NOT? (a drinking glass / a pencil / a wooden table / a garden fence) → a drinking glassPrompt: Name the usual material of each object.
- Spoons can be made of metal, wood or plastic. Why are wooden spoons good for stirring hot soup? (Wood is magnetic. / Wood does not get hot quickly, so the handle stays cool. / Wood is see-through. / Wood melts in soup and adds flavour.) → Wood does not get hot quickly, so the handle stays cool.Prompt: Which spoon would you want to hold in a hot pan?
Hook · 5 min
- Pass round objects made of different materials and ask why each one was chosen.
- Share the objective: Build, take apart and rebuild with the same pieces. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Ben builds a house from 32 building bricks, then takes it apart and uses every brick to build a bridge. How many bricks are in the new model?
- Step 1: The same pieces are just arranged differently.
- Step 2: So the answer is: 32
- Answer: 32
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Isla builds a house from 34 building bricks, then takes it apart and uses every brick to build a bridge. How many bricks are in the new model? → 34Prompt: Were any bricks added or lost?
- A model castle is made of 15 wooden blocks. Each block has a mass of 10 g. The castle is taken apart and rebuilt as a boat with all the same blocks. What is the mass of the boat? → 150 gPrompt: Does changing the shape change how much material there is?
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- An old wooden shed is taken apart. How could the planks be reused? (Melt them into metal. / Turn them into glass. / Nothing can be made from used wood. / Build them into a raised flower bed.) → Build them into a raised flower bed.Prompt: The planks keep their size and strength.
- Aisha builds a house from 38 building bricks, then takes it apart and uses every brick to build a car. How many bricks are in the new model? → 38Prompt: Were any bricks added or lost?
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: One material, many objects; one object, many 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