• 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. An umbrella keeps rain off you. Its material must be… (soft / absorbent / waterproof / see-through) → waterproofPrompt: Water must not get through.
2. Which material is the best thermal insulator (keeps heat in)? (wool / iron / copper / aluminium (aluminum)) → woolPrompt: Metals let heat pass through them quickly.
3. Properties of materials: which statement is true? (Iron and steel are attracted to magnets. / Rubber is rigid. / Fabric is always waterproof. / All metals are magnetic.) → Iron and steel are attracted to magnets.Prompt: Think about a coin, a window and a raincoat.

• Pass round objects made of different materials and ask why each one was chosen.
• Share the objective: Squashing, bending, twisting and stretching materials. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which shape change is this: pulling an elastic band?
• Step 1: Stretching pulls something so it gets longer.
• Step 2: So the answer is: stretching
• Answer: stretching
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Which shape change is this: pulling a lump of chewing gum? (squashing / bending / twisting / stretching) → stretchingPrompt: Is it pressed smaller, curved, turned at the ends, or pulled longer?
2. Modelling clay stays in its new shape after you squash it, but a sponge springs back. What is different? (The sponge is elastic; the clay is not. / The clay is see-through. / They are exactly the same. / The sponge is heavier.) → The sponge is elastic; the clay is not.Prompt: Which one goes back to how it was?

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. True or false? Twisting a wet cloth makes it longer. (True / False) → FalsePrompt: Think of rubber bands, clay, sponges and glass.
2. Which shape change is this: wringing out a wet cloth? (squashing / bending / twisting / stretching) → twistingPrompt: Is it pressed smaller, curved, turned at the ends, or pulled longer?

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