Reflection: Student Grouping Products and Properties - Section 3: Breaking Down a Product


I wanted students to have some choice in the product they would decompose, and indirectly who would be their partner. I accomplished this by pulling popsicle sticks and students announcing their product choice. I would write the product by that student's name and a volunteer would place a tally by that product. When there were 2 tally marks by a product, that product was no longer a selection. A few students chose to work on a product poster individually. This was o.k. with me because they had their classmates to collaborate with.

  Making Groups
  Student Grouping: Making Groups
Loading resource...

Products and Properties

Unit 5: Unit 5 Matter and Its Interactions
Lesson 10 of 11

Objective: SWBAT identify the predominant materials in selected products and explain how those materials support the function of the product.

Big Idea: So many objects, so few materials! Scientists identify materials used in products. Then create a tally chart to discover the materials used most frequently.

  Print Lesson
5 teachers like this lesson
Similar Lessons
Tools not Toys!!!
2nd Grade Science » Inquiry in Science
Big Idea: Not all toys are toys. Sometimes, they can be tools. Learn the difference between them.
East Wenatchee, WA
Environment: Suburban
Veronique Paquette
What's the Matter?
3rd Grade Science » Matter
Big Idea: Students are able to name the states of matter, but in this lesson, they will gather information on the properties of the states in order to identify them.
Troy, MI
Environment: Suburban
Michelle Marcus
My Super Fantanbulous Terrific Science Notebook
4th Grade Science » Thinking, Writing, and Observing Like a Scientist
Big Idea: When students complete this lesson, they will have an interactive notebook specifically designed to support their personal learning.
Genoa City, WI
Environment: Rural
Mary Ellen Kanthack
Something went wrong. See details for more info
Nothing to upload