Science lesson plan · 2nd grade (Year 3 in England) · 45 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 · 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.
- You can see clearly through a window. Which word describes glass? (opaque / transparent / stretchy / absorbent) → transparentPrompt: Light passes straight through it.
- Which material is the hardest? (butter / diamond / foam / chalk) → diamondPrompt: It is used on the tips of drills that cut rock.
- Properties of materials: which statement is true? (Rubber is rigid. / All metals are magnetic. / Wood is transparent. / Glass is transparent.) → Glass is transparent.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: Choosing materials for a job. 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: 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 · 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.
- Why are saucepans usually made of metal? (Metal is transparent / Metal is soft and bendy / Metal melts on the cooker / Metal is strong and conducts heat to the food) → Metal is strong and conducts heat to the foodPrompt: The pan must heat up and not melt.
- Bridges are often made of steel. Which property matters most? (strength / transparency / softness / absorbency) → strengthPrompt: A bridge must carry heavy loads.
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.
- Bridges are often made of steel. Which property matters most? (strength / absorbency / softness / transparency) → strengthPrompt: A bridge must carry heavy loads.
- Which material is best for a raincoat? (cotton wool / waterproof plastic-coated fabric / paper / glass) → waterproof plastic-coated fabricPrompt: It must keep the rain out and still bend.
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