Material World Integrated Lesson Sequence (9 Lessons)
Ref: Planner and Primary Connections Book and Assessments
Lesson
1.Engage
What they know
and identifying
materials.
(Lesson 1)
Add
2. Engage cont’d
Working with
materials and
designing
integrated topic
for the classroom
(Lesson 2)
3. Engage
Classification and
properties of
materials
Focus
a.INTRO-Brainstorm
what materials are and
material words, create a
word wall
b. identify materials in
the classroom
c. Draw up a page in
integrated books and
leaving room for a title
to be done latermaterial world. Take this
book with clipboard
outside and list materials
on page
d. Discussion of findings
from outside
environment
If time start a material
world heading, give 13
letters on A4 paper or
leave for next lesson
Details
a. Brainstorming
session/include a bag
of different materials
b. each child gives a
material found in the
classroom in a circle
(discussion)
c. Using integrated
books children leave
space for a title page
and write up heading
“Materials world-our
schooll” List materials
in book. Children list
materials they can see
in playground and
classroom
d. Children share the
materials they have
seen
Give homework
activity-collage
Start with a brief
a. 13 letters of
discussion of previous
material
findings
world! created
a. Create a title for
for the
classroom made
classroom
up of different
b. Create title in
materials
integrated book
identified in
lesson 1.
b. Create heading
in books drawing
different
material
a. Brainstorm and
a. Create a large
introduce terms
table of
of classification
classification
and properties
as a class
of materials and
b. Create
why we classify
classification
and create a
table in books
consensus of
with materials
a. Whole class
get them
intrigued as to
what is in the
mystery bag of
materials
Resources
Bag of
different
types of
materials
(Mystery
Bag)
b.Whole class
c. Individually
investigating
materials
outside and
recording in
book.
d. Whole class
sharing
Homework
handout
(collage and
mystery
material)
a. groups are given 2
letters each 7 groups
of 4
Materials to
be used for
heading
Card paper
for heading
to display on
back wall.
a. Individually
create title in
book
a. Whole class
b. Individually
create
classification
chart in
integrated
book
c. Whole class
Large paper
to classify
materials to
display in
the
classroom
4.
Engage
End of week one
(Lesson 3)
Consolidating
learning of
identification and
classification
classification ie
location,
function,
appearance etc
see planner How
do we classify
Test out some
materials as a
whole class in a
circle see
investigation 2
from properties
of materials
b. Children create a
table in their
integrated book
to classify the
materials they
have found and
others they can
think of
c. Powerpoint on
tricky materials
end with this,
Encourage
adding to
material world
wall examples of
materials.
Put some blank
paper on word
wall
d. Classification
activity on
handout
manmade
synthetic (if
time)
they have
discovered
c. Allow childen
opportunity to
add to
material wall
at any time
with stick
notes,
pictures,
samples etc
d. If time get
children to fill
out
classification
handout.
Matter detectivechildren try to guess
where these item come
from and what they are
see planner, look at
materials and subclassify
into matter
Feely box, sight, hear,
b. Introduction
investigation
forms for use
next week and
Divide class into 3
1. Use feely
boxes
2. Use blindfolds
3. Use
microscopes
Record
invesigations
on science
report
discussion on
tricky
materials.
Can kids bring in a
picture etc drawing
a can we guess
what it is.
Put some
mystery
materials
into bags
Create feely
boxes Bring
in material
for blind
folds, try
and get
microscopes
from science
use in
investigation
5 week 2
Engage/Explore
Uses of materials
(Lesson 4)
a.Investigate gloves
and usages-feel gloves
as a class
b. Students decide on
a situation ie cold,hot
weather, cooking etc
and draw a picture of
their wardrobe
Model fair testing cows
a. children are to
move softly
make
What would be unfair
observation
etc
notes each
Conduct rotting
day in a table
experiment
for later
Discussion and
preparation of
modelling of elementsgraph
Use science investigation
b. use science
reports do the rusting
investigation
and rotting experiment
reports
Discuss and record
results in book –prepare
the report and make
predictions-leave for a
week before results
discuss predictions
b. Result using
appropriate materials
for the situation.
7. (Lesson 6)
Explore
Characteristics of
materials-water
holding properties
Leak soak and repel
experiment reiterate fair
testing what will absorb
the best- make
predictions
Use science investigation
reports
a. Children make
prediction
then set up
experiment.
b. Change a
variable
c. Retest
Perform investigation
8. (Lesson 7)
Explore
characteristics of
materials-strength
and usages
Snap, stretch or tear
experiment including
bags and carrying items
dilemma See planner
Perform investigation
9.( Lesson 8)
Look at the rotting
a. Children make
prediction
then set up
experiment.
b. Change a
variable
Retest
a. Make
6. Week 2
Explore
Model fair testing
Suitability of
materials
(Lesson 5)
How materials
change with
different elements
(Lesson 5)
Gloves from primary
connections
Design a wardrobe (from
later in
planner)discussion of
insulating properties of
materials
a. give children 510 minutes
each day for
observation
and recording
time.
b. Fill in
information on
reports
Record investigation
Discuss results as a
class
Record investigation
room
Photocopy
science
investigation
reports
(need a
blank one)
Bag of
gloves
different
types
Different
types of
clothing.
Rotting
experiment
ingredients
Plastic cups
Rotting
materials
see planner
Blank
investigation
reports
Materials
for Leak
soak and
repel
Water
Containers
Different
Materials
(see
planner)
Materials to
snap,
stretch and
tear
Discuss results as a
class
Poster paper
Explain:
Examine
predictions and
look at results of
experiment, record
results formally
experiment and discuss
the results, other items
could have been used
etc record in the diary
and create a table of the
results
10. (Lesson 9)
Elaborate/Evaluate
Collage
presentations and
assessment
Bring in and share
collages discussion on
biodegrabilty and the
environment-primary
connections
Assessment-conduct a
material test and a what
am I pop quiz
AssessmentAnecdotal notes-See
primary connections
Investigation reports
Homework collage
Participation in
discussion and
contributions
Short assessment quiz at
end of topic
predictions of
what you think
will happen
b. Investigate
and record
findings
c. Discussion of
findings
d. Prepare a
poster of
results
including a
table from
daily data
Sharing of posters and
identification of
further information for
posters
and use
filled in
investigation
reports
Put posters on the wall
Homework
collages
brought in
and shared
Assess
knowledge
gained of
materialsPrepare a
materials
assessment
short quiz