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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 material is the hardest? (chalk / foam / diamond / butter) → diamondPrompt: It is used on the tips of drills that cut rock.
  3. Properties of materials: which statement is true? (All metals are magnetic. / Plastic is usually waterproof. / Fabric is always 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: pulling a lump of chewing gum? (squashing / bending / twisting / stretching) → stretchingPrompt: Is it pressed smaller, curved, turned at the ends, or pulled longer?
  2. Why are kitchen sponges easy to squash? (They are solid all the way through. / They are made of metal. / They are full of tiny holes filled with air. / They are frozen.) → They are full of tiny holes filled with air.Prompt: Look closely at a sponge.

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. True or false? Every material springs back after being squashed. (True / False) → FalsePrompt: Think of rubber bands, clay, sponges and glass.
  2. Modelling clay stays in its new shape after you squash it, but a sponge springs back. What is different? (They are exactly the same. / The sponge is heavier. / The clay is see-through. / The sponge is elastic; the clay is not.) → The sponge is elastic; the clay is not.Prompt: Which one goes back to how it was?

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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  1. Question 1

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

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

  2. Question 2

    True or false? Every material springs back after being squashed.

    • A. True
    • B. False

  3. Question 3

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

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

  4. Question 4

    Why are kitchen sponges easy to squash?

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

  5. Question 5

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

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

  6. Question 6

    True or false? Some materials can be squashed, bent, twisted or stretched.

    • A. True
    • B. False

  7. Question 7

    Which shape change is this: making a balloon animal?

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

  8. Question 8

    Which shape change is this: pressing a sponge in your hand?

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

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Answer key: Squashing, bending, twisting and stretching materials

  1. 1. C. The sponge is elastic; the clay is not.

  2. 2. B. False

  3. 3. C. twisting

  4. 4. B. They are full of tiny holes filled with air.

  5. 5. B. bending

  6. 6. A. True

  7. 7. C. twisting

  8. 8. A. squashing