Examples of Change

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Objective

Students will be able to cite examples of changes that heating and cooling processes have on the observable properties of materials used to create products.

Big Idea

Students will compare different objects made of the same material.

Introduction

1 minutes

Warm Up

10 minutes

I will begin this lesson by grouping students into groups of five. Each group will receive a recording sheet, and a card labeled with a different material. The cards will be labeled: metal, glass, wood, cement, and plastic. I will encourage groups to look around the classroom and record any objects that are made of their groups' assigned material. I will allow three minutes for students to search the classroom and record the objects that they find on their recording sheet. The purpose of this activity is for students to identify different objects that are made from the same material. Once identified, students are able to take note of how different processes have been applied to the material to change it into a different objects.

Once the groups have successfully written down the objects that they located in the classroom, I will instruct the groups to complete the remainder of the recording sheet.

Explore

25 minutes

Next, I will instruct the groups of students to sort the objects that they collected into categories based on similar properties. I will ask the students to sort the objects because it will allow students to use their background knowledge to sort the objects. At this point in the unit, students are familiar with the different processes that can be applied to change observable properties. Knowledge of these processes will assist the students in sorting.

We will transition back to the carpet. We will discuss how each group decided to group their objects. Each group will also have the opportunity to explain the differences between each object that is made of the same material. 

I will ask the students to identify what process was used to make each object (heating, cooling, bending, cutting, molding).

To conclude the discussion, students will engage in three videos: How It's Made: Balloons, How It's Made: Plastic Cutlery, How It's Made: Aluminum Cans. The video resources will describe how heating and cooling processes are used to create products of various materials.

 

Wrap Up

10 minutes

After viewing the video resources, we will have a whole group discussion about what we viewed in each video. I will ask the students questions regarding the materials that they discovered in the classroom. I will ask the students, how do they think heating or cooling technology is used to produce the observable properties of their group’s material? How do they think heating and cooling technologies are used to create products made from different materials? How does selecting observable properties of materials help them determine how an item is made?

We will share answers as a whole group.