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Science lesson plan · 2nd grade (Year 3 in England) · 45 minutes

Squashing, bending, twisting and stretching materials

Materials and their properties

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

Objective and success criteria

Students will: Squashing, bending, twisting and stretching materials.

  • 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 · 5 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. An umbrella keeps rain off you. Its material must be… (waterproof / see-through / absorbent / soft) → waterproofPrompt: Water must not get through.
  2. Which of these lets electricity flow through it? (a wooden stick / a rubber band / copper wire / a plastic spoon) → copper wirePrompt: Which one is a metal?
  3. Properties of materials: which statement is true? (Fabric is always waterproof. / Rubber is rigid. / Plastic is usually waterproof. / Wood is transparent.) → Plastic is usually waterproof.Prompt: Think about a coin, a window and a raincoat.

Hook · 5 min

  • 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.

I do: model it · 10 min

  • 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.

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.
  1. Which shape change is this: making a balloon animal? (squashing / bending / twisting / stretching) → twistingPrompt: Is it pressed smaller, curved, turned at the ends, or pulled longer?
  2. Which material would snap if you tried to bend it? (a dry spaghetti stick / a pipe cleaner / a rubber band / a cotton scarf) → a dry spaghetti stickPrompt: Which one is stiff and brittle?

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.
  1. Which shape change is this: stepping on an empty can for recycling? (squashing / bending / twisting / stretching) → squashingPrompt: Is it pressed smaller, curved, turned at the ends, or pulled longer?
  2. True or false? Every material springs back after being squashed. (True / False) → FalsePrompt: Think of rubber bands, clay, sponges and glass.

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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Squashing, bending, twisting and stretching materials

Name

Date

Score/ 8

  1. Question 1

    True or false? An elastic band goes back to its shape after stretching.

    • A. True
    • B. False

  2. Question 2

    Modelling clay stays in its new shape after you squash it, but a sponge springs back. What is different?

    • A. They are exactly the same.
    • B. The sponge is heavier.
    • C. The clay is see-through.
    • D. The sponge is elastic; the clay is not.

  3. Question 3

    Which shape change is this: pulling a lump of chewing gum?

    • A. squashing
    • B. bending
    • C. twisting
    • D. stretching

  4. Question 4

    True or false? Glass cannot be bent at room temperature without breaking.

    • A. True
    • B. False

  5. Question 5

    Which of these can be stretched and then spring back to its shape?

    • A. a wooden ruler
    • B. a stone
    • C. a glass marble
    • D. an elastic band

  6. Question 6

    Which shape change is this: stepping on an empty can for recycling?

    • A. squashing
    • B. bending
    • C. twisting
    • D. stretching

  7. Question 7

    Which material would snap if you tried to bend it?

    • A. a pipe cleaner
    • B. a cotton scarf
    • C. a rubber band
    • D. a dry spaghetti stick

  8. Question 8

    Which shape change is this: wringing out a wet cloth?

    • A. squashing
    • B. bending
    • C. twisting
    • D. stretching

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Answer key: Squashing, bending, twisting and stretching materials

  1. 1. A. True

  2. 2. D. The sponge is elastic; the clay is not.

  3. 3. D. stretching

  4. 4. A. True

  5. 5. D. an elastic band

  6. 6. A. squashing

  7. 7. D. a dry spaghetti stick

  8. 8. C. twisting