Continuing Properties of objects and materials unit

Megan McCleary
Grade 1
 Unit Plan Rationale

Properties of objects and materials will be the focus of this unit. This is not a full unit as the students have already learned some of the

indicators. The goal of this unit is to examine methods of altering and combining materials to create objects that meet student/teacher-

specified criteria which is outcome OM 1.2. The timeline for this unit is January 5 to approximately February 10th. There are four

foundation statements that delineate the critical aspects of students’ scientific literacy. The four foundations statements are: Science,

Technology, Society, and the Environment (STSE) Interrelationships, Scientific Knowledge, Scientific and Technological Skills and

Processes, and Attitudes. This unit that focuses on using objects and materials fits under the second foundation statement that

delineate the critical aspects of students’ scientific literacy which is scientific knowledge. Physical science which encompasses

chemistry and physics, deals with matter, energy, and forces. Matter has structure, and its components interact. Energy links matter to

gravitational, electromagnetic, and nuclear forces in the universe. Physical science also addresses the conservation laws of mass and

energy, momentum, and charge Using objects and materials fits into physical science. This unit of using objects and materials

connects with other areas of study such as math. A key connection between mathematics and science is the search for patterns and

relationships in the natural and constructed world. Inquiries in science require students to collect, analyze, and display data, which

require the application of a variety of mathematical skills and processes, including measuring, counting, and data analysis skills. When

students construct mathematical and physical models in science to represent and explain natural phenomena, they apply mathematical
skills related to number. One specific example of these connections in grade one is recording observations and measurements about

common objects and materials, and sorting those materials based on various criteria such as shape.

The following represent key principles that I strive to incorporate into each of my lesson plans and the unit as a whole.

Principle #1- Students will be successful most of the time- throughout this unit I will plan my instruction with the goal of providing

my students with various ways to experience multiple successes throughout. This will be done through differentiation and appropriate

progressions. If students are successful most of the time, they will gain confidence and enjoy what they are learning more.

Principle #2- Engaging lessons- it is important to include tasks and activities that are engaging and meaningful. We will do different

activities throughout the lessons that take into consideration of multiple modalities instead of just doing worksheet after worksheet.

Lessons will also include different formative assessment strategies this not only tells me where each student is at, but by incorporating

different strategies in regards to formative assessment (including technology) is more engaging for students.
Grade: 1 Unit: Objects and Materials Dates: January 5-February 10

Date Lesson Title Outcome Indicators Assessment Key Questions Learning Instructional Resources/
Planned (F&S) Activities Strategies Materials
to Teach
Jan. 5 Objects & OM 1.1 g. Predict -Activity (F) - What does Absorbent/ -Experiment -Resources
Lesson 1 Materials the absorbency and Flexible -Discussion from TM
(Day 3) absorbency characteristi flexibility materials -Bring
& flexibility cs (e.g., mean? activity materials
hardness, for
insulating absorbency
ability, and
water flexibility
resistance, activity
absorbency,
and
flexibility)
of common
materials
and carry
out a
procedure
to test those
predictions.
h. Explain
why the
characteristi
cs of
materials
help to
determine
 their
usefulness
within
different
objects

Jan. 6 Objects & OM 1.1 i. Evaluate -Students -What are the Activity -Slideshow -Resources
Lesson 2 Materials the responses to functions of -Discussion from TM
(Day 4) function suitability slideshow (F) objects and
of materials -Activity (F) materials?
for a
specific
function

Jan. 13 Objects & OM 1.1 j. Sequence -Activity (F) -How can we -Activity -Read aloud -
Lesson 3 Materials or group group/sort -Discussion Magazines
(Day 3) object sort materials objects and -Scissors
and objects materials? -Read
according to aloud book
one or more
properties
such as
texture,
color, smell,
hardness,
and lustre.

Jan. 14 Objects & OM 1.1 l. Suggest -Activity (F) -What are -Activity -Slideshow -Water
Lesson 4 Materials alternative -Quiz (S) alternative uses -Chart/ bottle
(Day 4) alternative uses for absorbency/fl for common poster paper
uses for common exibility, objects?
common objects and function, and
objects & materials sorting worth
materials 50%

Jan. 21 Objects & OM 1.2 a. Select -Reflection -What happens -Reflection -Stations -bread
Lesson 5 Materials and use sheet (F) to objects that sheet -popcorn
(Day 3) objects that materials to -How change when kernel
change carry out students altered? -toaster
when explorations respond to -egg &
altered of altering questions at frying pan
materials to stations (F) -dough &
change their oven
appearance, -seed &
texture, soil
sound,
smell, or
taste (e.g.,
sanding,
painting, or
waxing a
piece of
wood,
mixing two
or more
paints to
obtain a
particular
shade or
colour,
popping
popcorn,
 shaping
clay, drying
meat, tuning
an
instrument,
and cooking
food at
different
temperature
s) to change
the way
they are
used.

Jan. 24 Objects & OM 1.2 a.Assess -Steps How does -Worksheet -Discussion -heavy
Lesson 6 Materials how required to altering the -Video cream
(Day 4) altering altering the turn cream smell, taste, -Review whipping
materials smell, taste, into butter appearance, from cream
appearance, worksheet (F) texture, or previous -mason jar
texture, sound of day and lid
and/or materials can -Experiment -Bread
sound of change the way (making samples
materials that they may be butter in -Videos
may change used? groups of 4)
the way
they may be
used.
Feb. 1 Objects & OM 1.2 c. Examine -Joining -How can we -Booklet -Stations -stapler
Lesson 7 Materials methods Materials join materials of -Reflection -glue
(Day 3) joining (e.g., booklet (F) the same and -Matching -fastener
materials gluing, -Reflection different types? worksheet (if -tape
stapling, (F) -What tools are time permits) -rope
 taping, and appropriate to -string
buttoning) use when -needle &
of joining constructing thread
materials of useful objects? -paperclips
the same -nails
and Etc.
different
types.

d. Use
appropriate
tools (e.g.,
glue,
scissors,
and stapler)
correctly
and safely
for
manipulatin
g and
observing
materials
and when
constructing
useful
objects.

Feb. 2 Objects & OM 1.2 e. Follow a -Instrument -How can we -Instrument -Build -Justine
Lesson 8 Materials simple design use recycled design instrument Belieber
(Day 4) design and procedure template (F) materials to template letter
construct to make a design and -Parent
useful useful construct useful letter to
objects object from objects? gather
recyclable materials
materials so students
(e.g., can create
picture their
frame from instrument
old puzzles, s
holiday
ornament
from juice
can lid, and
musical
instrument
from tissue
rolls).

f. Design
and
construct a
useful
object that
meets a
student
specified
function by
selecting,
combining,
joining,
and/or
altering
materials.
h.
 Communica
te
procedures
and results
of their
design and
construction
process
using
drawings,
demonstrati
ons, and
written and
oral
descriptions
.

Feb. 9 Objects & OM 1.2 g. Evaluate, Finished car -How can we -Build a car -Read aloud -Book
Lesson 9 Materials using product (F) personally using building -Go over -Blocks,
(Day 3) build a car student- construct materials criteria cube-a-
identified objects with checklist links, any
criteria, respect to their connectabl
personally- suitability for a e building
constructed particular materials
objects with function? -Criteria
respect to checklist
their
suitability
for a
particular
function.
Feb. 10 Objects & OM 1.2 i) Describe -Which little -How can we -Which little -Read aloud -three little
Lesson Materials and pig’s house use materials pig’s house -Slideshow pigs story
10 using demonstrate would you appropriately would you -3 pigs
(Day 4) materials ways to use build activity and efficiently build activity journal
appropriatel materials (F) to the benefit of prompt
y appropriatel themselves, -Choosing -choosing
y and -Choosing others, and the useful useful
efficiently useful environment? materials objects
to the materials slideshow slideshow
benefit of slideshow (F) -choosing
themselves, -Choosing useful
others, and -Choosing useful materials
the useful materials worksheet.
environmen materials worksheet
t (e.g., worksheet (S)
select the
amount and
kind of
materials
that are
appropriate
to a given
task;
recognize
and
demonstrate
appropriate
reuse of
materials in
daily
activities).
Summative Assessments: There will be two summative assessments included in this unit.

Summative Assessment Weighing:

Lesson 5- Quiz on absorbency/flexibility, function, and sorting - 50%

Lesson 10- Choosing useful materials worksheet- 50%

Total= 100%

Formative Assessments: There are many different formative assessments that take place within this unit such as, activities, student’s

responses to question prompts within slideshows and different lessons that involve station work, reflections, worksheets, booklets,

instrument design template and their finished car products.

Note: Experiments that I conduct for the class as a whole are included in this unit as well as students conducting experiments. Hands-

on work is also highlighted.