PST Names: Jen… Alexandra DalyTopic: Everyday materials can be physically changed in a variety of ways Year Level: 1

Unit outcomesAusVELS (All strands, other domains)Science Level 1

Everyday materials can be physically changed in a variety of ways (ACSSU018) Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing

information sources (ACSIS038) Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS042) Science involves asking questions about, and describing changes in, objects and events (ACSHE034) Respond to and pose questions, and make predictions about familiar objects and events (ACSIS037) Different materials can be combined, including by mixing, for a particular purpose (ACSSU031)

English Level 1 Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

(ACELY1656) Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace

(ACELY1788)

Concepts: (include representations and practices that may be relevant) Objects made from some materials can be altered by Squashing, Bending, Stretching and Twisting Describe ways of making the materials change, using appropriate vocabulary Explore materials making comparisons and simple observations. Explore the ability to physically change an object, and discover that the change depends on the material itself Explore and discover the ability to physically change an object through Squashing, Bending, Stretching and Twisting

Unit outcomes: (Consider: Content, Skills/processes, Human endeavour, Other domains)

Can make different shapes and objects from materials such as play dough or plasticine and describe the ways they made it, using correct vocabulary. Understand that objects can be made from materials by squashing, bending, stretching and twisting. Understands that some materials can be altered and then materials can be easily altered back to their original shape, but other materials are not as

easily manipulated. Communicate and represent findings in a variety of ways using appropriate scientific language (oral presentation, play, song)

Phase/ Lesson

Science outcomes Literacy outcomes

Lesson Summary Assessment opportunities

Lesson 1Engage

Ability to draw and explain what a manipulative object looks and feels like

Make predictions about how and why materials may be manipulated/ changed/ varied in a variety of different ways

Participate in guided investigations to explore, answer questions and compare manipulating materials

List and identify familiar objects that can be manipulated by bending, stretching, squishing and twisting

Students begin to question the physical change of objects made from different materials

Students discussed and collaboratively worked together to order the materials based on their ability to be manipulated

Students are engaging in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace

Introduction:Discuss: Today we’re going to be learning about different objects and how we can stretch, twist, bend and squash them.Imagine that you are holding an object, something imaginary or real, that can stretch, twist, bend and be squashed. Have a little play with your object. What does it look like? What is it made of?Now briefly draw what you are imagining (assess students in answering prompts/questions).

Body of lesson:Introduce the worksheet (appendix 1). Explain that we will be predicting/guessing which of the objects can be stretched, twisted, bent and squashed (Remind students they are not allowed to touch them yet).Once predictions are complete, students can now touch the items and fill in the test column.Ask students if there were able to predicted correctly, incorrectly and why they think their predictions were and weren’t correct?Ask students to work as a team to put the objects in order from:Least to most stretchyLeast to most twistableLeast to most bendyLeast to most squash-able

During the sorting of the items in each category ask students:Why do you think _______ will be the most stretchy/twistable/bendy/squishy?Why do you think ________ will be the least stretchy/twistable/bendy/squishy?

ConclusionBrainstorm as a group, why they think the objects could be changed in different ways (twisted, squashed, bent and stretched). Make a list (categorizing into; twist, squash, bend, stretch) and ask students to suggest any other objects that they have seen at home and in the classroom, and put them under the categories that they belong to.

As students are drawing their imaginary object, prompt them with the questions, such as:- What does your object look like?- What materials do you imagine it is made of?- Why did you choose to make it out of _______- How could you make it more stretchy, more twistable, bendy or squishy?- Why do you think __________ will make it stretchier, more twistable, bendy or squishy?- What do you think it feel like before you stretch, twist, bend or squash it?- How do you think it changes when you stretch, twist, bend, squash it?- How do you think the stretching, twisting, bending and squashing changes how it looks?

Use these questions to assess students prior knowledgeWhat is your starting point – what do the students already know, what have they done before, how does this connect to or build on their existing knowledge?

Whilst students are making their predictions, ask students why they made certain predictions. i.e. Why do you think the rubber band can be stretched, twisted and bent?

Once students ordered the materials from most to least manipulative, take a photo as a record of the students’ problem solving/prior knowledge.

Use the list of other objects that students can identify to contribute towards data/evidence for planning of future lessons.

Lesson 2Explore

Students explore the ability to physically

Ability to contribute to

IntroductionDiscuss with the students about the ways in which their bodies

Assess individual students ability to choose materials that are appropriate for their

change an object, and discover that the change depends on the material itself

Explain how things can be manipulated, are flexible

Students explore how parts of their bodies can bend, twist and stretch

Students can identify what body parts can do each action and select appropriate materials for their puppets

Skills to be able to explain their choice in materials

meaningful discussion about their movement and their bodies

Students can explain and draw conclusions based on their choice of materials for their puppets

Willingness to engage in science related issues

Students are making connections to the real world and science concepts

bend: where do they bend, is every bit of their body bendy, which bits are bendy? Encourage the children to look at the skin on their joints: elbows, knees, and fingers. Ask them to explain what happens when they bend these parts of their body and which way do these parts bend?

Body of LessonShow the variety of suitable and non-suitable materials to the children and discuss their ideas for puppet making whilst constantly reminding them their puppet must bend in all the same places that a human body can (share materials such as pipe cleaners, tooth picks, straws, cotton balls and prompt students to explain what materials would be suited for their core, limbs etc.). Once the students show an understanding of this, they can move on to make their self-puppets.Extension activitySome children could move onto dressing their puppets, and suggesting suitable materials for clothing, so that the puppet retains its flexibility.

ConclusionOnce the puppets have been made ask the children if they can check their puppets bend in all the correct places. Discuss with the whole group the types of materials they have used, do all materials bend easily, do the materials stay bent or do they spring back into shape, what other bendy materials can they think of? Reflect and allow the students to have meaningful conversations about the materials used in their bendy bodies and why/ why aren’t they appropriate.

bodies, e.g. Flexible materials for their limbs and joints?

Assess student’s knowledge of the parts of our bodies that bend and have some understanding how this is achieved? Can students identify which parts of our bodies are the most and least flexible?

Can the students identify some ways rigid materials can be made to bend?

Whilst students are making their puppets prompt them with the questions, such as:-Why have you selected that material for the ________-What type of materials will be suitable for the ______-How does that material change/move? Does it move in the same way as our ________

Students will also be assessed on their ability to justify and discuss their bendy body puppets and compare them to our own bodies.

Lesson 3Explore

Ability to explore the materials (types of paper) and making meaningful comparisons

Ability to discuss the papers size, textures, thickness, thinness

Students are engaging in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

IntroductionPrompt students with the question, how many times do you think a single piece of paper can be folded?Discuss with the students what effects how many times a piece of paper can be folded? E.g. size of paper, type of paper, thickness/thinness of paper they way you fold it etc.Watch Myth busters: paper folding episode https://www.youtube.com/watch?v=kRAEBbotuIE Throughout the video, pause and allow student to make and change their predications.Body of LessonStudents begin making an origami paper cup using instructions

Observe and take note of student’s answers during the discussion and watching of the myth buster’s video.Prompt students with questions such as:-How many times can a piece of paper be folded?-What are some things that may affect a piece of paper being folded?

Prompt students on thinking about the different variables that can change a papers ability to be folded

Students understand how the properties of paper can/ do not alter their fold ability

Students predicate draw and annotate their findings

Students make comparisons about the most successful type of paper for creating a paper cup

Students share their findings in multiple ways by verbally explaining, drawing and annotating

Students share and discuss their findings with their peers, sharing ideas or why some paper is more successful than others

and teacher guidance and explanation (appendix 2). Using a square piece of white A4 printing paper.Once students have completed their cup they will draw a predication of what they think will occur once they fill their cup with water. Students will test their cup and draw a reflection with anecdotes on what happened to the cup when filled with water.Next students made the same origami paper cup but using tracing or butchers paper. Students completed the same steps, test their product and draw conclusions.Students then completed the same origami using artists paper (a think cardboard material). Students will test and draw their final cup product.

ConclusionAs a group we will have a discussion and brainstorm about the comparisons between their 3 cups and the materials used.

Prompt students on what they think will happen when:-They fill their paper cup with water? Why do you think that will happen?-What do you think might happen if you were to fill the cup up a second or third time?-Which cup was the most effective in holding the water? Why do you think that is?-Were your predictions correct about which cup was most effective?-Which type of paper was the easiest and hardest to fold?-Do you think that this influenced our cups ability to hold the water?

Use students drawing and annotations as assessment evidence for reporting.

Lesson 4Explain

Students explore and discover the ability to physically change an object (snake) through stretching.

They explore how the materials that the snake is made of effect its physical change

Identify elastic materials and how they differ from plastic materials

Make predications about what happens

Make measurements of the jelly snakes both before and after the stretching occurs

Contribute towards discussion on stretching objects made from different materials

Basic scientific understanding of the concept of Elasticity

Make predications about what may

IntroductionRecap and discuss with students about how materials can be manipulated using vocabulary such as bend, stretch, twist, squish, elastic, flexible and manipulate. Discuss with students that we are going to investigate how materials bounce back to their original shapes and can they think of any examples?

We are also going to discuss with students a fair test- what it is and its importance.

Body of lessonLolly snake fair test experimentExplain the term elastic and how it means ‘go back to original form.’ Explain that the more elastic something is the more it goes back to its original shape after being stretched.Discuss objects/materials that the students are familiar with to compare elasticity.Introduce the lolly snakes; ask the students if they think that it is elastic? Now students are going to measure the elasticity of different brands of lolly snakes.To make the text fair we are going to discuss with students what needs to happen during the test and to the snakes. E.g. Chopping the heads off the snakes to make them the same size.

Students gain a basic understanding that different materials can have varying physical properties.

Students examine the idea of elasticity and the physical property of stretchiness. Students will be assessed on their explanation and understanding that the more elasticity in a material the more it can be stretched and bounce back to its original form.

Students will be assessed on their ability to identify variables that may impact on the elasticity of a lolly.

Students should begin using vocabulary in discussion such as hard, strong, weak, soft, hollow, elasticStudents will be assessed on their ability to share knowledge of elasticity and compare

to elastic materials when they are stretched and released

Students should make claims about which jelly snake is the most elastic

make a material more elastic or flexible

Make connections between other objects that stretch and do not stretch back to their original shapes

Students then collected and compare each of they three types of snakes. Students will make measurements before and after they test their elasticity by stretching the snakes.They then had to show their observations through drawings or the use of a table.Remember: Introduce correct terminology such as elasticity and plasticity.

Conclusion:Discuss as a whole group the results from the test. Which snake had the most/least elastic? How did you come to this conclusion?

familiar objects that are elastic.

Students will be assessed on their capacity to draw a conclusion and represent it in a number of ways, including: drawing, annotating and verbally engaging in discussion.

Lesson 5Elaborate

How to conduct a fair test, focusing on how objects can be altered in a specific way

Understand the cows moo softly strategy.Change one thingMeasure one thingEverything else stays the same

Students decided on which variables must be altered in order to test the paper folding experiment.

Identification of variables

Scientific Inquiry & CommunicationFair Testing development

Make predications of the type of paper that will most successfully fold

Reflect on the success of the paper folding

Contribute towards discussion on folding the paper made from different materials

Discuss the components of a fair test and ensure you follow the steps

Ability to record results and draw conclusions.

IntroductionA class discussion was conducted about last weeks lesson and fair tests. Students will be prompted to answer, what is a fair test? Why do we do them? Why is it important that they are fair? What were the results from your fair test last week etc.?We will recap on the Myth busters paper folding episode and discuss how many times a piece of paper can be folded.

Body of lessonTo find out, a scientist would conduct a 'fair test'. A fair test repeats an experiment a number of times and changes only one thing each time. Everything else remains exactly the same. The one thing that is changed is called the 'variable'.

Discuss what are some variables that we could change to find out? E.g. Size of the paper, thickness of the paper, thinness of the paper, has the paper been folded before?

Now we are going to conduct a fair test. Each student is going to select a different type of paper. To make it a fair test all the paper will be the same size. Going around the circle each student will predict and test the papers fold ability by folding it the same way and counting how many times it can be folded. Students will then note their results.Remember: Support/prompt students to use correct vocabulary.

Conclusion:As a group we will discuss our results. Which paper could be folded the most amount of times? Why? Which paper could be folded the least amount of times? Why? Etc.

This phase provides opportunities for students to apply what they have learned to new situations and so develop a deeper understanding of the concept or greater use of the skill.

Students will need to identify variables and explain their choice of creating a fair test.

Use of correct vocabulary

Student will be assessed on their ability to conduct a fair test, as well as recording results and drawing conclusions.

Students will be assessed on their ability to discuss and compare their ideas, concepts and results with each other during this phase.

Lesson 6Evaluate

Communicate and represent findings in a variety of ways using appropriate scientific language (oral presentation, play, song)

Describe ways of making the materials change, using appropriate vocabulary

Students will be able to communicate how they can represent their findings using gestures, verbal communication.

Students discuss and collaboratively work together to add theatrical components to the song

Students are engaging in conversations and the song using active listening showing interest, and contributing ideas, information and questions

IntroductionPlay material memory: Students will play a game of materials memory as a way of remembering correct vocabulary and identifying it with the correct material (appendix 3).Next brainstorm ideas: Recap on previous lessons, observe/ prompt student to use the correct vocabulary in discussion.

Body of lessonStudents contribute their ideas and actions for creating a song about the previous unit on materials.Teach students “Bend it, Stretch it Song” which will innate new learnt concepts and vocabulary on the topic.

Students will also contribute to the song by incorporating appropriate movement and properties to ensure they understand what is being learnt.

This provides an opportunity for students to review and reflect on their own learning and new understanding and skills. It is also when students provide evidence for changes to their understanding, beliefs and skills.

Evaluate the vocabulary used in general discussion and brainstorm as well as the ability to identity materials and match it with the correct vocabulary, such as:ElasticFlexibleManipulateAlterChangePlasticity

Students will be assessed on their discussion during brainstorming and their success in summarizing a unit and reflecting on prior learning

Students will be assessed on their engagement, involvement and their ability to contribute towards the production of the song.

Celebration Day

Perform/ Play clip of “Bend it, Stretch it Song”Students write a short reflection of their unit, providing feedback on engagement towards tasks and educative value.Students also provide feedback on what they have learnt and would like to learn about the topic in future.

Appendix 1: Engage Worksheet

Object Can it be stretched?

Can it be twisted?

Can it bend? Can it be squashed?

Prediction Test Prediction Test Prediction Test Prediction Test

Rock

Eraser

Sponge

Ruler

Hair tie

Ribbon

Ball

Fabric

Spoon (metal)

Appendix 2: Origami (Paper Cup) Task

Appendix 3:Memory Game

Squish

Bend

Twist

Stretch

Elastic

Plastic

Rip / Tear