PS.K.1.2
Engage in argument from evidence to summarize how different materials (clay, wood, cloth, paper, etc.) are used based on their physical properties.
Embedded Files
District Recommended Resources for Kindergarten Grade Science
Science Phenomena Resources
Next Generation Science Standards YouTube Channel
Step 1: Lesson Standards & Learning Goals
Dimension 1:
SEP: Engage in Argument from Evidence:
With guidance and support, construct an argument with evidence to support a claim that the properties of materials are suited to the way they are used.
Dimension 2:
CCC: Structure and Function
Dimension 3:
Disciplinary Core Ideas:
Matter can be described and classified by its observable properties (e.g., visual, aural, textural), by its uses, and by whether it occurs naturally or is manufactured. Different properties are suited to different purposes (A Framework for K-12 Science Education).
Sample Essential Questions
Sample Essential Questions
Vocabulary
Vocabulary
How are materials used based on their physical properties?
How can we use evidence to summarize/explain how different materials are used based on their properties?
How can objects be compared using their observable physical properties?
What can we find out about objects by observing and describing their properties?
clay
cloth
color
evidence
flexible
floating
hard
magnetic
metal
paper
physical properties
shape
sinking
size
soft
texture
wood
Students will be able to...
Students will be able to...
Use evidence to make statements about how materials are used based on their physical properties.
Identify the physical properties of a material.
Describe how materials may or may not be useful in different situations based on the material’s physical properties (e.g., the flexibility of rubber is useful in rain boots but is not useful when building a bridge.)
Use the evidence learned through experiences to make a claim about how materials are best used based on their properties.
Engage in Argument from Evidence- Claim the use of material that is supported by the material’s properties.
Students will know...
Students will know...
Physical properties of a material impact how a material is used.
Different properties are suited to different purposes.
Objects can be described based on their physical properties.
Physical properties include size, color, shape, texture, weight, and flexibility.
Step 2: Assessment
Formative Assessments
Formative Assessments
Writing Prompts
Design your house: If you were going to build a house, what materials would you use to construct it? Draw a detailed picture of the house you would want to live in. Then write about the materials you chose to build your house. Use anchor charts and graphic
organizers as a resource for words when writing about your house. Ask a DTLS about using the Engineering Design Process or for additional support materials.Design a kite: If you could build your own kite, what materials would you use to help it fly? What shape would it be? Draw a detailed picture of your kite. Write about the material and shape you chose to use for your kite. Tell why you chose this design. Use anchor charts and graphic organizers as a resource for words when writing about your kite.
Ask a DTLS about using the Engineering Design Process or for additional support materials.
Mini Projects and Investigations
Build A Boat STEM Challenge:
Students will engage in the Engineer Design Process. They will follow the EDP process and template to guide their investigation.
Collect small objects or materials such as clay, Play-Doh, wood, cloth, paper, cork, paperclips, plastic, and sponges.
Fill a container with water.
Ask students to predict which materials will make the best boats. Have them talk to a buddy and make a choice.
Have students test each material to determine if it will float or sink. *Note - Play-Doh and clay may sink if it is shaped like a ball. What happens if it is flat?
Record observations and discuss why the objects float or sink based on their materials.
Next, have students choose the material(s) they think will make the best boat and discuss the reason for their choice. *Note - even though cloth will float, would it make a great boat?
Extend the activity by having students discuss which material would make the best house and why.
Shake test: Students will use a variety of materials to create a structure (wooden blocks, legos, play dough, paper, dominoes, magna tiles, paper etc.). Students will choose two different materials and build each structure on a plastic or cooking tray. They will then shake the tray to determine which building material holds up longer to the shake test. Shake Investigation Recording Sheet
Ask a DTLS about using the Engineering Design Process or for additional support materials.
Culminating Activity
Science-Sparks - Three Little Pigs Stem Challenge
Read aloud the story of The Three Little Pigs.
Provide Legos, straws, toothpicks, marshmallows, and other materials for students to use. In groups, students will build three different houses for the Little Pigs. Have students make predictions about which house will be the strongest and which will be the weakest? Test the houses using a "wind" source. Tell which house is strongest and why. If you were building your own house, what materials would you use? Why?
Extra Resource: Learn About Materials with the Three Little Pigs (Play video from beginning to 3:47 and stop. This section will allow students to hear why the pigs chose the materials for their houses.)
Ask a DTLS about using the Engineering Design Process or for additional support materials.
Use the alternative text, The Three Little Javelinas, as a pair. There is also an alternative STEM and EDP process activity available.
Ask a DTLS about using the Engineering Design Process or for additional support materials.
Step 3: Lesson Instructions
Possible Activating Strategies
Possible Activating Strategies
Exploration
Request Texture Box from STEM lab.
Give each student different materials (clay, wood, paper, cloth, foam, etc.). Ask students: Based on the physical properties of this object, what do you think this material could be used for?
Exploration
Build your dream house:
Give students a mix of materials that will and will not be good for building a structure (wooden blocks, cotton balls, play dough, cloth, craft sticks, pom-pom balls, etc.) Allow the students to investigate and conclude which materials are best for building a structure. Have students explain what material they used to build their structure and why.
Exploration:
Build a Bridge
Make a kit- STEM CHALLENGE: Make something out of clay, payer, cloth, popsicle sticks for wood and make it a stem challenge to build a bridge and talk about which material is best for xyz and why. Or a bed or anything. (Dreaming Up); keva or jenga blocks or building ; lego ;
Additional Literacy Connections
epic!
Independent Reading or Read Aloud
A Game of Shapes - Christine Lindop [lexile level BR]
Sorting - Dorling Kindersley
Is it Red? Is it Yellow? Is it Blue? - Tana Hoban (ages 5-6)
My First Look at Sizes - Random House (ages 5-6)
My First Look at Sorting - Random House (ages 5-6)
My First Look at Touch - Random House (ages 5-6)
Shapes and Things - Tana Hoban (ages 5-6)
Teacher Resources
Teacher Resources
WCS Stem Kit - Textures
Science A to Z (paid subscription required)
Colorado Teacher-Authored Instructional Unit Sample Unit Title: Characteristics and Properties of Organisms and Objects
YouTube Videos
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