UPDATE: For those of you who have visited before, and have patiently waited, I am starting to get things back up. Any worksheet below that has been fixed is linked. Anything not yet linked is something I still need to work on before posting. Please bare with me as I work on it, it will still take a while, as I have other commitments.
|Here you will find all of the work I used to cover the unit "Materials, Objects, and Everyday Structures". I have included a brief explanation of the lesson that I taught, as well as any worksheets I used. I have also provided an answer key to each worksheet.|
Materials and Objects
Today we went into business together. At the start of
class we discussed how a good store is one that is organized, and you can
find what you are looking for easily. We were then told that we were
going to pretend to run a store, however we only had 4 shelves to use in our
store. We were shown the 12 objects (3 of each from the labels below) we were to sell, and started
putting them on the shelves. When we were done we had to decide if our
store was organized. As it turned out we needed a few changes.
We moved our things around, and ended up with four organized shelves.
We then had to come up with labels for them, and in the end we decided on
"wooden", "plastic", "metal", and "fabric." As a class we then
discussed that these labels represent the material of the objects.
Material - what the object is made from. We also learned that an
object is something made of one or more materials. Object - a thing.
We then did some example to help reinforce our learning.
We reviewed the concept of object (a thing) and material
(what it is made of). We then
looked at a picture of a tent. We discussed that the object is a tent,
the materials were nylon, mesh and tarpelene (plastic). We then were
asked "What supports the tent?" our answer, was of course, the poles.
We learned that we call this part of an object the Structure. Structure -
the support frame of an object. After discussing a few examples we
were given a piece of paper to make a title page for our unit.
Looking at Materials
To start today's lesson we reviewed the words "Material,"
"Object," and "Structure." This was followed by some examples of
things found in the room, asking "Name an object in the room?" and "What
material is that made of?" After this we did a worksheet that asked us
to label the materials that certain things were made from.
*Teachers: Worksheet needs to be altered, will post when ready.
At the beginning of today's lesson we reviewed our 5 senses.
Following that, a variety of objects were placed in 5 separate locations
around the room. Each group of objects was designed to cater to one of
our senses. A group of us were sent to each location with a recording
sheet. We then observed the objects, recording as many words as we
could come up with for that sense. We then rotated through the
remaining four groups. At the end of class we discussed some of the
words we came up with.
Sight: Mirror, Tin Plate, Rubber Stopper, Pipe Cleaner
Touch: Towel, Table Cloth, Play Doh, Mug
Hearing: Tuning Fork, "Listening Shapes" (closed container with interior track and marble inside), Whistle, Timer
Smell: Mustard, Chocolate Powder, Tums, Sock
Taste: Provided these pictures *No tasting in class
Last class we used our senses to come up with words to
describe objects. Today we focused more on the words themselves.
We started by reviewing our senses again, and matching those senses with
words we can use to describe our observations. We also took the
opportunity to discuss that our senses could bring harm to us. Tasting
unknown objects could make us sick, looking at bright things could damage
our eyes, smelling unknown substances could make us dizzy, listening to loud
noises could damage our ears and touching things could cut or burn us.
The activities we did today involved matching opposite descriptive words,
matching descriptive words to the appropriate sense, and using a descriptive
paragraph to determine what an object was. Note: There were some
new words on this worksheet that we did not know, but needed to learn.
Making Observations for the Purpose of an Object
We started today be trying to answer a questions: "Why
do you think we have different materials to make objects?" After
discussing, and coming up with the idea that different things have different
purposes, and that one material could not suit all of those purposes, we
then looked at a particular object. A piece of sandpaper was placed in
front of us. We took some time to use all of our senses to make
observations, and recorded these observations in a chart. We then
discussed the purpose of sandpaper, and the fact that most of our
observations do not cater to that purpose (it doesn't matter what it smells,
tastes, sounds, or looks like) and that there was only one observation that
did matter (it has to be rough or bumpy to work). At the end of class
we went back to our first questions and looked at sandpaper as an example of
"What if that was our only material?" We discussed sandpaper clothing
and sandpaper pillows.
Purpose Round 2
For today's lesson, after a quick review, we repeated the
same process as yesterday's lesson. This time, however, we did not do
it as a whole class, we were put in smaller groups, and each group was given
a different object to observe. We then prepared to discuss our
findings with the class.
Why is it Made That Way?
We have been practising making observations, and then
determining which observations are important for an object to function.
Today we continued this practise, but condensed it a little. We were
asked what the purpose of an object was, then how it was made to do that
job. We did a few examples as a class, then we looked at four objects
on our worksheet. At the end of class we discussed the answers.
Today is experiment day. We have been focusing on the
purpose of objects, so we started by looking at a rubber boot, a rain coat
and an umbrella. we discussed their purpose, their materials and the
things that are done to suit their purpose. Through this we learned
the words "repel" and "absorb," which led us into our experiment on
absorption. We tested a variety of different materials for their level
of absorption. This was done by putting a paper towel under them, and
then adding drops of water to see if it soaked through, or was held within
Quiz - We will be having a quiz at the start of lesson 12. Today a note went home with all of the quiz questions. Make sure you study.
What would a science unit be without Bill Nye? Today we
were going to look at structures, and did so by watching Bill Nye's
architecture video. In the video it showed us a variety of buildings,
and taught us that a strong structure is one with a solid, wide base.
The video also talked about the fact that we can use many different
materials for buildings, but some need extra support in their structural
components. Below I have included a link to a section of the video
that I found on Youtube. This shows Bill Nye telling his version of
"The Three Little Pigs," in which he shows how to add structure to a
building. (This is not my Youtube video, so I do not have control of it, it
may be deleted at some point.)
Purpose of Structures
We started class by reviewing the main points from the video
we watched last class. We talked about buildings being made with steel
beams to support them, and that those beams had to be strong. We also
talked about architects and how when they designed buildings, they had to
consider the purpose of the building, among many other factors. Our in
class work today looked at some structural materials and the purpose of
different structures (many of them were designed to hold a load). We
also got the chance to be architects and design our own building, but just
like architects in the real world, we had some criteria we had to follow.
*Teachers: Worksheet needs to be altered, will post when ready.
It was quiz day today. Each question of our quiz was
read out loud and we indicated our answers. When we were done our quiz
we sat down with Mr. Collinson to discuss our information.
Our lesson today was all about fasteners, which are things
that help hold two materials together so that we can have objects made out
of more than one material. We looked at several different fasteners,
including a close up picture of what velcro looks like.
Designing a Shelter
Today we start a project that will take three lessons.
The task is to design a structure to set requirements. Today we had
our task explained to us; build a garage that will protect a toy car and
figure from the "rain" and be large enough so that the toys do not touch the
walls. We then had a look at the supplies we could use, and got to
work on designing our garages.
Building a Shelter
Once our designs were complete, we started to build. We
used the classroom supplies provided to build the garage that will protect
the toys from the "rain." Our build took the whole period.
Testing a Shelter
Today we got to put our garages to the test. We set
them up and placed the toy can and figure in the garage. Next the
garage was sprayed with water to represent the rain. After our testing
we documented our design on the back of the worksheet from lesson 14.
Teachers: Just a quick note, my grade 1s are now grade 8s... and they still talk about building a garage for Diego and his train. Super fun lesson, they loved the water sprayed on them, and feel free to add a fan to represent wind.
Natural vs Man-Made
To start class today we looked at a bucket full of things...I
mean "objects." We took each object out of the bucket and discussed
what it was. We then worked as a group to sort the objects into piles.
We tried using colour, then material, and some other ideas, but found that
there were always a couple that didn't seem to fit. When we were told
that we should be able to make 2 equal piles it helped us see that half of
the objects are things that can (and should) be found in nature and the
other half are things that should not be found in nature. We discussed
that objects and materials can be classified as "Natural" - things that
would exist even if humans never did, and "Man-Made" - things that would not
exist if humans never did. We practised these concepts on today's
We started today reviewing the concepts of natural and
man-made. In discussing examples of man-made objects we looked at what
materials were used to make the object, and then at where those materials
came from. For example, a newspaper is made from paper, both the
object and the material are man-made, however the paper comes from trees,
which is natural. We found that every object we discussed could be
traced back to something natural. "All objects have natural origins."
In this we also learned a really interesting fact - plastic could be made
from dead dinosaurs! When animals (dinosaurs) and plants died a long
time ago, they eventually decomposed. Over many years they turned into
a goo (fossil fuels). Humans separate that goo into many different
things, one of which is petroleum, and that is what plastic is made from.
Our worksheet today was done in several different ways; some of us did it
ourselves, others did it by listening and others had help finding the
Similarities and Differences
At the start of class two of us were wearing different pairs
of safety goggles, standing in front of the class. We discussed 6
specific questions (see file for list). After answering all of these
questions, and discussing our answers, we were given a partner. With
that partner we choose 2 objects and discussed the same 6 questions.
With any extra time in class, some of us presented our objects to our peers.
We had some unfinished work in our folders, so we used
today's lesson to get caught up. We also took the opportunity to get
help with some of the work we did not quite understand.
Today we started in a circle and a water bottle was placed in
the middle. We covered our basic questions, talking about the object,
the material, and the purpose. We then discussed what we do when we
are done with it. The first response was to throw it out, which of
course we countered with the idea of recycling. However, we talked
about the fact that even recycling takes energy, which we need to try to
conserve. We thought more about it and decided we could re-use the
bottle, or even use it for another purpose (like holding paint for our art
class). We were then put into groups, and each group was given an
object (newspaper, shoe, book, apple, battery) and a recoding sheet. We discussed what we could do with that
object when we were done with it, as opposed to throwing it out (see the
picture below to understand better why we want to avoid throwing things
out). After a few minutes we rotated to a new object, and repeated our
discussion with our group. By the time we were done we had looked at
and discussed all five objects.
We are nearing the end of our unit, so today a review sheet was sent home. As a class we read the questions for our test, and found that we knew most of the answers quite well.
The first thing we did today was to organize all of the
papers in our science folder. Once they were stapled together we were
to use the period to finish up any incomplete work. Also, the answer
keys for each of the sheets was laid out around the room. We took our
booklet and cycled around to be sure our answers were all correct.
We used today's period to review for our test next class. The
test was used to make questions for a series of games to help us study.
The first game we played was a true/false game. We were read a
sentence and then had to move to a "T" sign, or a "F" sign. We then
had to explain why we went there. The next game was to work on
"Natural" and "Man-Made." We were given cards with the words on them.
We were then read an object. Once we knew what the object was, we held
up the proper card. We later worked in small groups to answer some
discussion questions, each of which we talked about in our group, then as a
Today we wrote our unit test on Materials, Objects, and
Everyday Structures. Each question was read out loud to us, we had the
opportunity to have our answers written for us, and we all conferenced with
Mr. C. when we were done. Over the next two lessons we will also be
sitting down individually for a conversation with Mr. C., which will be part
of our test.
Classroom Waste Audit
Although we have written our test on Material, Objects and
Structures, we still had one more task to complete. We started today
be dumping our classroom garbage, recycling and compost on the floor.
We then worked in groups with a tally sheet to record what we found in each
pile. We also thought about other things that we had seen in our
group's bin on other days (i.e., paper plates on pizza day). We then
copied the most common items from our tally on chart paper for the other two
groups to see.
Classroom Waste Audit/ Action Plan
To start today's class we finished copying our info from last
class onto chart paper, then we recorded the other groups info from their
chart paper onto our tally sheet. We then used that information to
answer the questions on the last page of our tally sheet. Once we were
done with the questions we were told that we were to create an action plan
to deal with the waste problems in our classroom.
|This concludes our unit on Materials, Objects and Everyday Structures. Our next unit is Needs and Characteristics of Living Things.|