TCNJ Lesson Plan

Unit Day 4: Choose a Material Based on Properties

Student Name: Angie Velazquez
Grade Level: 2nd Grade

School Name: Hopewell Elementary

Host Teachers Name: Ms. Harjes

Guiding and/or Essential Questions:

What are some types of properties?
How can we determine which material works best for a certain purpose?
What are some of the steps involved when experimenting?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students have been learning about properties over the last two days. They know that
materials have different properties and can be sorted using these properties. However, they might
not yet know how choose a specific material for a purpose. They might have an idea, but might
have some misconceptions. For example, they might that just because something is hard, it will
be a good material to build something with.
Students should be able to select materials for simple purposes. For example, soft
materials are usually used for clothes or to make furniture more comfortable. Selecting materials
for other purposes, like building a bridge, might be more challenging to them.
Some students might have some idea of engineering and what engineers do, but might not
have personal connections that they can easily relate to.
Standards:

NGSS 2-PS1-2Analyze data obtained from testing different materials to determine

which have the properties that are best suited for an intended purpose. [Clarification
Statement: Examples of properties could include strength, flexibility, hardness, texture,
and absorbency.]
CCSS.ELA-LITERACY.RI.2.1Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.2Identify the main topic of a multi-paragraph text as well
as the focus of specific paragraphs within the text.

Learning Objectives and Assessments:

Learning Objectives
Science: Students will analyze materials and
their properties in order to design and create a
bridge.

Assessment
I will assess students answers for correct use of
vocabulary (regarding properties) and logical
rationales. In the rationales, students should
discuss the properties of the materials that they

chose and discuss why this is the most

appropriate material to build a bridge.

Literacy: Students will recall information from

the text that answers the questions of who,
what, where, when, why, and how. They will
also name the topic of the text.

I will assess both their answers that they give

orally and the ones on their worksheets.
Answers should make sense and accurately
answer the questions.

Materials/Resources: (List materials, include any online or book references and resources)
Bridge article: http://www.today.com/money/tens-thousands-us-bridges-are-literallyfalling-apart-t80031
Thin popsicle sticks
Thick popsicle sticks
Linguine pasta
Pipe cleaners
Straws
Foam
Twist ties
Masking tape
Toy cars
Trays/baking sheets
Science workbooks
Paper
Sticky notes
Pencils
Plan for set-up/distribution/cleanup of materials:
Krystal and I will distribute the science workbooks to the students while they sit at their
desks. Later, Krystal and I will distribute the text. Once we are done with the text, students can
place it in their text folder. I will have a copy of the close reading to read aloud to the students
while they follow along.
Students will be given the opportunity to examine the materials before selecting one and
designing the bridge. I will place them at two tables so the students will be able to go up and get
them. Krystal and I will collect the workbooks at the end of the lesson.
Step by Step plan (numbered):
1 Lesson beginning: Students will be instructed to sit at their desks. I will begin by
explaining that the properties of materials help determine what the material can be used
for. I will then ask the students to give some examples to show me what I may mean by
that. If students need clarification, I will give some examples to clarify my point or
elaborate on the students answers. Examples include: feathers stuff pillows, rubber bands
are good to hold things together, and wood can provide shelter.

2
3
4
5

6
7

Students will then worksheet in their workbooks that asks them to select the appropriate
material for a certain task or purpose together as a class. I will call on students to answer
the various questions and clarify misconceptions in the moment.
Krystal and I will then distribute the text. I will ask the students to mark their page as I
read. They should circle and star information relating to who, what, where, when, why,
and how. I will then begin to read the text.
When I finish reading, I will ask the students what the topic of the article was. Again,
students will complete the corresponding workbook page together as a class.
Next, I will tell the students that scientists and engineers must consider very carefully the
properties of materials when they are deciding how to build things. I will relate it back to
the article by saying that the materials that engineers chose to build the bridge were very
sturdy and lasted a long time. Obviously they deteriorated over time, but overall they are
capable of handling the purpose of bearing large amounts of weight.
I will then have the students close their eyes and picture a bridge. They should think
about how it looks like (design) and what types of materials they are made out of.
Students will then share their thoughts with the rest of the class.
Then, I will tell the students to keep these things in mind as they work on their project. I
will explain that they will be split up into groups of three and together they will build a
bridge. I will point to the materials they will be allowed to work with and tell them that
they must build a bridge that will fit in the sheet of paper and must hold at least one toy
car. I will go over the steps: 1) Get into groups, 2) Observe the materials and choose
which ones you want to work with, 3) Recorder writes down on sticky notes (Materials,
properties, and reasoning), 4) Start discussing how you want to design the bridge and
illustrator sketches, 5) Identifier finishes by labeling the picture.
I will ask that they bring their sheets and a pencil with them when they meet their group.
Students will then be split up into their groups (dismissed by their groups) and asked to
find a spot in the room to work. I will make sure that the students are settled and working.
Krystal and I will walk around and check on the students while they work. We can also
help by answering questions and brainstorming ideas. A 10 and 5 minute warning will be
given before students have to finish their designs and pack up.
Closure: Students will make piles of their workbooks with their design on top of the pile.
Krystal and I will collect them from the groups. I will ask that they return to their seats to
fill out an exit ticket. I will ask that they answer the questions If you could build a bridge
out of any material what would you choose? Why? I will collect them as they set off to
pack up for lunch.

Key Questions (that you will ask):

Why did you choose that material to build your bridge?

How did the objects properties influence your decision to use that material?

Logistics:
Timing: Science11:40 am-12:40 pm
10 minutes for lesson beginning
o 2 to introduce

o 7 for completing worksheet together

10 minutes for bridge article
o 3 for read-aloud
o 7 for completing worksheet together
5 minutes to discuss engineering/science and to visualize and discuss bridges
30 minutes for designing bridge
o 5 minutes to explain
o 25 to design
5 minutes for getting ready for lunch

Transitions:
The major transition, going from desks to their groups, will be facilitated by having the
students be dismissed by their groups. I will make sure that they are settled and working by
saying, You should all be in in your groups by now and be discussing the materials. I will have
two locations that the materials will be found at, so that there arent too many students in one
area. This will also hopefully help the students get the materials quickly, and therefore begin to
work sooner.
Classroom Management:
I will remind the students to raise their hand to share their answers and ideas. When
working with materials I will tell students that they should be careful with them, as they can poke
someone and hurt them accidentally. If they begin playing with the materials, they will be given
a warning first and then I might take them away. I will turn off the lights if the class gets too loud
and/or rowdy and clap my hands/ring the bell if I need to get their attention.
Differentiation
F will need help during the literacy-heavy portion of the lesson. I will read the text aloud,
which will hopefully help with his reading comprehension. He will also be allowed to draw
pictures in his graphic organizer and/or write short answers or labels. Krystal will be near him
while I read aloud to ensure that he stays on task. For the rest of the lesson, he will have been
told earlier in the day what we will be doing and the steps involved in the activity. Krystal and I
will always make sure to be near him.
Students will be divided into their groups based on skill level and who works, or doesnt
work, best with who.