Science lesson plan · 2nd grade (Year 3 in England) · 60 minutes
Build, take apart and rebuild with the same pieces
Materials and their properties
CCSS NGSS.2-PS1-3England: KS1 Y2 Uses of everyday materials
Objective and success criteria
Students will: Build, take apart and rebuild with the same pieces.
- 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: One material, many objects; one object, many 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 (One material, many objects; one object, many materials). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which of these is usually made of glass? (a T-shirt / a pencil / a curtain / a drinking glass) → a drinking glassPrompt: Think about how each object feels and what it needs to do.
- Three of these are usually made of glass. Which one is NOT? (a mirror / a saucepan / a jam jar / a drinking glass) → a saucepanPrompt: Name the usual material of each object.
- Why are cricket and baseball bats often made of wood rather than glass? (Wood is tough and will not shatter when it hits a ball. / Glass is too light. / Glass is too bendy. / Wood is see-through.) → Wood is tough and will not shatter when it hits a ball.Prompt: What happens to glass when it is hit hard?
Hook · 6 min
- Pass round objects made of different materials and ask why each one was chosen.
- Share the objective: Build, take apart and rebuild with the same pieces. 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: Ben builds a house from 32 building bricks, then takes it apart and uses every brick to build a bridge. How many bricks are in the new model?
- Step 1: The same pieces are just arranged differently.
- Step 2: So the answer is: 32
- Answer: 32
- 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.
- Yuki builds a car from 20 building bricks, then takes it apart and uses every brick to build a house. How many bricks are in the new model? → 20Prompt: Were any bricks added or lost?
- A model castle is made of 13 wooden blocks. Each block has a mass of 20 g. The castle is taken apart and rebuilt as a boat with all the same blocks. What is the mass of the boat? → 260 gPrompt: Does changing the shape change how much material there is?
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.
- Yuki builds a bridge from 16 building bricks, then takes it apart and uses every brick to build a house. How many bricks are in the new model? → 16Prompt: Were any bricks added or lost?
- Why are many toys and buildings made of small pieces joined together? (Small pieces are always stronger than anything else. / Big pieces cannot be made. / Small pieces are easy to carry and can make many different shapes. / Pieces disappear if they are big.) → Small pieces are easy to carry and can make many different shapes.Prompt: Think of bricks in a house or blocks in a toy.
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: One material, many objects; one object, many 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