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Science lesson plan · 2nd grade (Year 3 in England) · 60 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 · 6 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. You can see clearly through a window. Which word describes glass? (stretchy / opaque / absorbent / transparent) → transparentPrompt: Light passes straight through it.
  2. Which material is the hardest? (diamond / foam / chalk / butter) → diamondPrompt: It is used on the tips of drills that cut rock.
  3. Properties of materials: which statement is true? (Plastic is usually waterproof. / Rubber is rigid. / Fabric is always waterproof. / All metals are magnetic.) → Plastic is usually waterproof.Prompt: Think about a coin, a window and a raincoat.

Hook · 6 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 · 12 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 · 12 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. Which of these can be stretched and then spring back to its shape? (a glass marble / a wooden ruler / an elastic band / a stone) → an elastic bandPrompt: Which one is made of rubber?

You do: independent practice · 17 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 · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why are kitchen sponges easy to squash? (They are solid all the way through. / They are frozen. / They are full of tiny holes filled with air. / They are made of metal.) → They are full of tiny holes filled with air.Prompt: Look closely at a sponge.
  2. 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?

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

    Which shape change is this: pulling on tights (leggings)?

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

  2. Question 2

    Which material would snap if you tried to bend it?

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

  3. Question 3

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

    • A. True
    • B. False

  4. Question 4

    Which shape change is this: flexing a plastic ruler?

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

  5. Question 5

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

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

  6. Question 6

    True or false? A stone can easily be stretched.

    • A. True
    • B. False

  7. Question 7

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

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

  8. Question 8

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

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

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Answer key: Squashing, bending, twisting and stretching materials

  1. 1. D. stretching

  2. 2. C. a dry spaghetti stick

  3. 3. B. False

  4. 4. B. bending

  5. 5. A. The sponge is elastic; the clay is not.

  6. 6. B. False

  7. 7. B. bending

  8. 8. D. an elastic band