Lesson 3: What Works Best?

 Preparation

Equipment

• Small plastic bucket
• Crepe paper streamer
• Wool
• Sheet of cellophane
• 2 lengths of rope
• 2 lengths of satin ribbon
• 2 strips of stretchy fabric such as lycra
• 2 lengths of elastic
• 1 pair of extra-large sized pantyhose
• Large quantity of marbles
• 2 yardsticks

 Lesson Plan

Tuning In

• Play the Stretchy Scoot Relay Game.
• Briefly discuss which materials had more elasticity than others. Ask students to name situations where it would be beneficial to use a material that is elastic/flexible rather than rigid.

Teacher Instruction

• Display the Jack and the Beanstalk (Made Differently!) PowerPoint. Pause each time a student identifies an object that is made of an inappropriate material. Discuss why the material would not suit the purpose. Draw out purpose-related vocabulary such as strong, waterproof, see-through, etc.
• Display the Scientific Method Poster – Lower Grades. Review step one in relation to the observations students have made while investigating objects in the unit so far.
• Show students the crepe paper streamer, wool, and cellophane and explain they will be testing each material to explore one of their properties. Brainstorm the different properties that could be tested. If necessary, prompt them by suggesting they could test how stretchy they are, how heavy they are, etc. Point out that in doing so, we are following step two of the scientific method.
• Let students know they will be testing the strength of each object and discuss how this can be achieved. Show students the plastic bucket and marbles, and explain how they will determine the amount of weight each material can hold. Refer to the importance of conducting a fair test and demonstrate this by cutting the crepe paper streamer, wool, and cellophane all the same length. Show students how you will be looping the material around the handle of the bucket. One student will hold the two ends of the looped material suspending the bucket in the middle, while another student will be gradually loading the bucket with marbles.
• Ask students to consider which material will be able to support the largest number of marbles before breaking. Encourage them to turn to a partner and share their prediction.
• Draw attention to step four of the scientific method.

Guided/Independent Learning

• Display the T-Chart Graphic Organizer and model how to complete it. Label the headings ‘Materials’ and ‘Marbles.’
• Choose students for various roles (holding the suspended bucket, placing the marbles into the bucket, counting the marbles aloud as they go into the bucket, etc.).
• Support students to record the names of each material (or draw a diagram) and the headings into the appropriate sections of the T-chart.
• Begin the experiment. Monitor and support the students as they record the number of marbles each material held before breaking.
• Encourage students to share with their partner whether their prediction was correct or not.
• Working in small groups, students complete the Uses of Materials Sorting Activity.

Wrapping Up

• Display the What If? Materials Template posters around the classroom. Invite students to select several posters to contribute to. Encourage them to use their imaginations and consider their senses as they write down their ideas.
• Review some properties of materials and discuss the suitability of certain materials for different purposes.

 Differentiation

Extending Students

Supporting Students

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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