UNIT PLANNING OVERVIEW

SUBJECT/CLASS: TWO TERM: 2 TEACHER: COURTNEY SINCLAIR 2019

UNIT NAME: Year 2 Unit 1 – Exploring Everyday Objects and Their Materials

WHAT’S THE BIG IDEA?

In this unit, students investigate combinations of different materials and give reasons for the selection of particular materials according to their properties and purpose. Students understand that
science involves asking questions about, and describing changes to, familiar objects and materials. They will describe changes made to materials when combining them to make an object that
has a purpose in everyday life. Students pose questions, make predictions and follow instructions to record observations in a guided investigation. They represent and communicate their
observations using scientific language.

ASSESSMENT
SUMMATIVE ASSESSMENT/CRITERIA:
 Combining materials for a purpose (monitoring task)
Students investigate the combination of materials used to make an object for a particular purpose. Students record and represent observations and communicate ideas.
 Investigating the water resistance of common materials (monitoring task)
Students pose a question and make a prediction about the water resistance of a material. Students make observations about what happened during a water resistance investigation
and explain how this science knowledge can be used in their everyday lives. Students communicate using scientific and everyday language.
 Combining natural materials for a purpose (Year 2 Unit 1)
Students pose a question about combining natural materials for a purpose. Students describe the properties of the materials chosen and predict how combining the materials will
make them useful. Students explain how science knowledge of combining materials can be used in their everyday lives and communicate using scientific and everyday language.

LEARNING INTENT AND PEDAGOGY

LESSON TOPIC/FOCUS LESSON DESCRIPTION
C2C L1
1 Identifying
WALT – Students will identify and describe familiar materials used to make objects.
WILF – Students can sort objects according to the material used.
and
describing Discuss unit topic (define key science words to start the science word wall). I.e. observation, hypothesis/predictions, object, materials and properties.
materials
used to make Watch the materials song to review students’ knowledge of materials, objects and properties.
objects.
 Discuss the difference between a material and an object and co-create a mind-map on the board displaying all the materials we know as a class and all the
objects that are made from them. Rock, brick, cardboard, glass, wood and plastic.

Briefly discuss what each material feels like (it’s properties) – hard, soft, bendable etc.

Students work in heterogenous pairs to explore common classroom items and categorise them into the different materials they are made from. (Students
write the name of/draw the object on a sticky note under the material heading on the whiteboard). Review and discuss students’ findings – correcting any
misconceptions.

Discuss why materials are suitable for an objects purpose i.e. a table is made out of wood and steel because they are both hard, strong materials so it
makes the table last longer. Discuss why some materials wouldn’t be appropriate for some objects and why some would not.

Students draw an object from their classroom, identify/label the materials it is made from and discuss why the materials are suitable for the objects
purpose. Use Primary Connections Graphic Organiser. Share findings with the class.

C2C L2 WILF – Students will understand that materials are chosen for particular purposes according to their properties.
Exploring WALT – Students can identify which properties of materials make them suitable for different purposes.
properties of
materials. Revise prior learning/key words displayed on the word wall and share WALT/WILF.
View the material suitability PowerPoint and discuss what the term properties means and explore why different objects are made out of different materials
to suit the objects purpose.

Discuss different properties materials have (soft, hard, flexible, transparent and add words to the science word wall). Give each student a material to
explore (wood, glass, silk, plastic, rock, brick, cardboard) and ask them to describe the properties each material has. Explore the properties of paper – can it
2 be changed to have different uses in our classroom?

Pose questions to students i.e. Would it be suitable to make a table out of cardboard or silk? A dress out of glass? A drink bottle out of rock or paper?
Why/Why not? What other materials would be more suitable? Why?
Ask students to select and justify the best material to make a plate out of. Students record their responses in their student journals. Differentiation –
prewrite on whiteboard/booklets “The best material to make a coat hanger is……… because…….”

Share and discuss findings with the class. Share photos (last PP slide) of the different materials plates are made of and the reasons why plates are made
from different materials for different purposes.
C2C L3
3 Investigating
WALT - Students will understand that materials can be tested for strength.
WILF – Students can make predictions and discuss the strength of materials tested.
the strength
Revise prior learning/key words displayed on the word wall and share WALT/WILF.
of common
materials. Describe/discuss the properties strong/strength with children and add/refer to them on the scientific word wall. (Strength - Amount of force needed to
break a material usually by pushing or pulling down).
Ask students to predict materials that would be stronger or weaker. What is special about those materials that makes them that way? Ask students to think
about if materials be changed or combined with other materials to become stronger?
 Discuss expectations and safety requirements during a science experiment – ensure to communicate rules including – no touching equipment unless you’ve
been told to do so by a teacher or aide, no eating in the lab and no silly behaviour.

Conduct strength test in small heterogenous groups. Give student role badges i.e. scribe, equipment manager, reader and speaker). [To conduct strength
test you will need weights, various materials and bulldog clips].

Discuss findings as a class and reflect on what properties each material had to make them strong/weak, water resistant or not.
 Suggest why particular everyday objects need to be made from strong materials i.e. tables, chairs.
 Consider ways objects not made from strong materials, are used i.e. pillows, clothes.
 Ask students to think of objects that may be made from a variety of materials/strengths i.e. a popper and discuss why.
Discuss what you could add/combind to different materials to make them stronger i.e.
C2C L4 WALT - Students will understand that materials can be tested for water resistance.
Investigating WILF – Students can make predictions and discuss the water resistance of materials tested.
the water
Revise prior learning/key words displayed on the word wall and share WALT/WILF.
resistance of
common
materials. Describe/discuss the terms water resistant/waterproof, water permeable and absorbent with children and add them to the scientific word wall.
Ask students to predict materials that would be water resistant/waterproof/permeable. What is special about those materials that makes them that way?
Ask students to think about if materials be changed or combined with other materials to become more water resistant?

Conduct water resistant test

4

Discuss results – did they match our predictions why/why not?

Discuss what you could add to different materials to make them stronger or more water resistant i.e. added wax to paper would make more water resistant.
[A porous material can be made waterproof by being coated (fill in the spaces) with another material that doesn’t attract water but repels it (for example,
wax). The leaves of plants have a coating of wax on their upper side and when it rains the water runs off or pools into droplets].
C2C L5
5 Investigating
Link to English procedures unit by following/writing instructions to make your own glue – see glue recipe.
WALT - Students will understand that different glues are suitable for combining different materials.
using
different WILF – Students can identify suitable purposes for different types of familiar glues.
glues for
different Revise prior learning/key words displayed on the word wall and share WALT/WILF.
purposes.
Co-create a mind map based upon glue on the whiteboard including different varieties of glue and the various purposes it has. Discuss why you wouldn’t
use craft glue to try and build a house. Discuss the differences between glues and the materials we may use to make glue.

Reflect upon the changes made to the materials in the flour, salt and water glue made during English and make predictions of how strong the glue will be in
 comparison to other common glues i.e. mixture, PVA and glue stick. Use the glue investigation sheet to record predictions.

Conduct glue test and record observations/results.

Discuss findings as a class. Did it match our predictions why/why not?

C2C L6 WALT - Students will understand that materials can be combined to make objects for a particular purpose.
Investigating WILF - Students can suggest purposes for combining materials to make objects?
objects made
from Revise prior learning/key words displayed on the word wall and share WALT/WILF.
combined Discuss objects that are made from a combination of materials and why they would be made from more than one material to suit different purposes i.e. a
materials padded envelope.
(Including
natural Watch Aboriginal spinifex video and discuss how natural materials can be combined to make objects. Explore pictures of other objects made by Aboriginal
6 materials). Australians and discuss the materials they are made from, their properties and the objects purposes.

Students individually complete combined materials worksheet and discuss common objects that are made from a variety of materials.

Students are given a design challenge to make a waterproof bag that can carry a dictionary in the rain without getting wet. [Students have common
materials such as fabric, staplers, wax, plastic, paper, various glues, tape and cardboard]. Students will work in heterogenous groups.

Test bags and discuss results. Ask students what could be changed to improve the strength/water resistance of the materials used.
Assessment Assessment Aim
Students pose a question about combining natural materials for a purpose. Students describe the properties of the materials chosen and predict how
combining the materials will make them useful. Students explain how science knowledge of combining materials can be used in their everyday lives and
7 communicate using scientific and everyday language.

Follow Assessment Document - Students must choose and justify two materials to make a water-resistant object that will hold an orange and a sandwich.