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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. A wooden door blocks light, so you cannot see through it. It is… (stretchy / transparent / absorbent / opaque) → opaquePrompt: No light passes through it.
  2. Which material is the hardest? (diamond / butter / chalk / foam) → diamondPrompt: It is used on the tips of drills that cut rock.
  3. Properties of materials: which statement is true? (Plastic is usually waterproof. / Wood is transparent. / Fabric is always waterproof. / Rubber is rigid.) → 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: 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. 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. / They are exactly the same. / The clay is see-through. / The sponge is heavier.) → The sponge is elastic; the clay is not.Prompt: Which one goes back to how it was?

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 of these can be stretched and then spring back to its shape? (a glass marble / a stone / a wooden ruler / an elastic band) → an elastic bandPrompt: Which one is made of rubber?
  2. Which shape change is this: pulling an elastic band? (squashing / bending / twisting / stretching) → stretchingPrompt: Is it pressed smaller, curved, turned at the ends, or pulled longer?

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

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Date

Score/ 8

  1. Question 1

    Which shape change is this: folding a sheet of paper?

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

  2. Question 2

    Which material would snap if you tried to bend it?

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

  3. Question 3

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

    • A. True
    • B. False

  4. Question 4

    Which shape change is this: curving a pipe cleaner into a hook?

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

  5. Question 5

    True or false? Twisting a wet cloth makes it longer.

    • A. True
    • B. False

  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

    Why are kitchen sponges easy to squash?

    • A. They are solid all the way through.
    • B. They are frozen.
    • C. They are made of metal.
    • D. They are full of tiny holes filled with air.

  8. Question 8

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

    • A. True
    • B. False

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Answer key: Squashing, bending, twisting and stretching materials

  1. 1. B. bending

  2. 2. D. a dry spaghetti stick

  3. 3. A. True

  4. 4. B. bending

  5. 5. B. False

  6. 6. A. squashing

  7. 7. D. They are full of tiny holes filled with air.

  8. 8. A. True