EXPLORING MATERIALS | Lesson Plans | Mathematics & Science | Grade 2 | CBC

MINISTRY OF EDUCATION

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KASEMPA DAY SECONDARY SCHOOL

LESSON PLAN

Class: Grade 2

Number of Pupils in Class: 50

Date: …………

Duration: 80 minutes

Name of Teacher: MR MASUMBA D

Subject: Mathematics & Science

Topic: 1.4 EXPLORING MATERIALS

Subtopic: 1.4.1 Materials

LESSON GOAL: By the end of this 80-minute lesson, learners will explore different materials in the school environment, identify wood, metal, plastic, stone, sand, mud, water and textiles, and demonstrate their uses in building, making tools, clothing and toys. BROAD COMPETENCES: • Communication and Collaboration • Critical Thinking and Problem Solving • Environmental Sustainability EXPECTED TARGET COMPETENCE: 1.4.1.1 Explore differentmaterials in the environment LESSON COMPETENCIES: COMPETENCE 1: Learners will know and name common materials in the environment, including wood, metal, plastic, stone, sand, mud, water and textiles. COMPETENCE 2: Learners will compare and group materials according to observable properties such as hard, soft, smooth, rough and liquid, and explain why each material suits a particular use. COMPETENCE 3: Learners will demonstrate the uses of materials by producing a group display chart with four sections for building, making tools, clothing and toys, each showing at least one named material and its real object. METHODOLOGIES, STRATEGIES AND APPROACHES: Approach: Learner-Centered Approach Method: • Demonstration Method • Discovery Method • Discussion Method • Inquiry Strategy: • Think-Pair-Share • Group Work • Guided Questioning • Use of Charts/Diagrams • Gallery Walk ASSESSMENT STRATEGIES: Formative: Teacher observes groups during Exploration as they explore and identify wood, metal, plastic, stone, sand, mud, water and textiles, using a checklist to record correct naming, sorting and safe handling; during Explanation, teacher listens to paired answers and uses guided questions to check learners' comparison of material properties. Summative: Group display chart produced during Synthesis is assessed using a checklist for the four sections Building, Making Tools, Clothing and Toys, awarding marks for at least four correctly named materials, their observable properties and their matching uses. LEARNING MATERIALS: • Physical Items for Teacher Demonstration: 1 piece of wood, 1 metal spoon, 1 plastic cup, 1 stone, 1 small bowl of sand, 1 small bowl of mud, 1 clear bottle of water and 1 piece of textile cloth. • Physical Items for Learner Activities (Groups of 5): Learners share the teacher demonstration items in groups; each group also receives 1 metal nail, 1 plastic bottle top, 1 extra stone, 1 extra piece of cloth, 1 wooden stick, 1 small bowl of sand, 1 sheet of Manila chart 1:paper and 3 markers. • Manila chart 1: Materials chart with a row for each material — wood, metal, plastic, stone, sand, mud, water and textiles — and columns headed Material, Where Found, Observable Property, Use in the Community, with simple pictures and labels in each table cell. • Manila chart 2: Uses of materials display chart with four labelled sections — Building, Making Tools, Clothing, Toys — each section showing one drawn example such as a wooden door, metal hoe, cloth shirt and plastic toy car. • Learners' exercise books and pencils for recording group findings and homework. • Alternative Materials: Bottle tops, dry grass and cut cardboard pieces from old boxes. LEARNING ENVIRONMENT: Natural Environment: School garden and school compound. Alternative: Classroom using collected material samples if it rains. PRIOR KNOWLEDGE: • Learners have seen and handled everyday materials such as wood, metal, plastic, stone, sand, mud, water and cloth at home. • Learners can name common objects such as cup, spoon, stool, bag and toy. • Learners can describe simple properties such as hard, soft, smooth, rough, heavy and light. • Learners have grouped objects by size, colour or shape in earlier lessons. INTERDISCIPLINARY CONNECTIONS: • Environmental Science: Learners relate materials in the environment to caring for soil, water and plants. • Home Economics: Learners link cloth and water materials to clothing, cleaning and food preparation. • Technology: Learners connect wood, metal and plastic to making simple tools and toys. • Social Studies: Learners identify materials used in local buildings, crafts and community work. • Art and Design: Learners use stone, sand, mud and textiles to create simple models and patterns. LESSON PROGRESSION:

Phase	Teacher Activity	Learner Activity	Targeted Competency	Assessment Criteria
Engagement (Introduction) - 10min	Displays the teacher demonstration items on the table and mounts Manila chart 1 showing wood, metal, plastic, stone, sand, mud, water and textiles. Holds each item and asks: 'Which of these materials have you seen at home, and what is each one used for?' Uses Think-Pair-Share so learners think alone, then pair, then share with the class.	Think individually, then pair and share: wood is seen in stools and doors, metal in spoons and hoes, plastic in cups and buckets, stone in walls, sand in building, mud in bricks, water in drinking and cleaning, and textiles in clothes and bags. Pair members compare their examples and report one material and its use to the class.	Communication, Critical Thinking, Collaboration	Each learner names at least four materials from Chart 1 and gives one correct home or community use for each during pair sharing.
Exploration (Development) - 35min	Organises learners into groups of five and gives each group the shared demonstration items plus the extra group items: metal nail, plastic bottle top, stone, cloth piece, wooden stick, small bowl of sand, manila chart paper and markers. Guides learners to explore and identify materials as they handle each item, and refers to Manila chart 1 columns Material, Where Found, Observable Property and Use in the Community. Instructs groups to sort items under the material names on Chart 1 and asks: 'Which materials are hard, which are soft, and where does each material come from?'	In groups of five, handle each shared item and extra group item, explore it and identify it as wood, metal, plastic, stone, sand, mud, water or textile. Record in exercise books: wood is hard and comes from trees, metal is shiny and comes from rocks, plastic is smooth and made in factories, stone is hard and found on the ground, sand is grainy and found near rivers, mud is soft and found after rain, water is liquid and found in taps or rivers, and textiles are soft and made from cotton. Answer that hard materials are wood, metal, plastic and stone, soft materials are mud, sand and textiles, and water is liquid.	Collaboration, Analytical Thinking, Environmental Sustainability	Each group correctly identifies and sorts at least six of the eight materials and states one observable property for each.
Explanation (Conceptualization) - 15min	Introduces terms material, property and use: material means the substance an object is made from, property means how a material looks or feels, and use means the work a material does. Points to Manila chart 2 sections Building, Making Tools, Clothing and Toys and asks: 'Why is wood used for a door, metal for a hoe, cloth for a shirt and plastic for a toy car?'	Answer: wood is used for a door because it is hard and strong; metal is used for a hoe because it is strong and can cut soil; cloth is used for a shirt because it is soft and flexible; plastic is used for a toy car because it is light and can be shaped. Explain that each material is chosen for its property and use.	Communication, Critical Thinking	Learners use the terms material, property and use correctly to explain at least four matches shown on Chart 2.
Synthesis (Continuity and Extension) - 15min	Presents a scenario: 'Your group must build a small model house, make a simple tool, design a piece of clothing and create a toy using materials found around the school.' Refers to Manila chart 2 sections Building, Making Tools, Clothing and Toys and asks: 'Which materials from Chart 1 and Chart 2 will you use for building, making tools, clothing and toys, and why?' Guides groups to prepare their display chart.	Create a group display chart with four sections: Building, Making Tools, Clothing, Toys. Write entries: Building uses wood and stone because they are strong; Making Tools uses metal and wood because they are hard; Clothing uses textiles because they are soft and flexible; Toys uses plastic and wood because they are light and easy to shape. Conduct a Gallery Walk to view other groups' displays and compare material choices.	Problem Solving, Collaboration, Creativity	Each group produces a four-section display chart with at least four correctly named materials and a reason for each use.
Evaluation and Reflection - 5min	Asks: 'Name two materials you explored today and one use of each. Why should we handle stones, metal nails and broken plastic safely?' Sets homework: 'In your exercise book, draw and label four objects at home and write the material each object is made from.'	Answer Q1: wood is used for a stool and metal is used for a spoon. Answer Q2: stones and metal nails can cut or hurt us, and broken plastic can injure our feet, so we handle them carefully and do not play with sharp pieces. Record the homework task in exercise books.	Critical Thinking, Communication	Each learner names at least two materials and one correct use for each, and gives one safety reason for handling materials carefully.

EVALUATION:

Lesson Plan — Mathematics & Science (1.4 EXPLORING MATERIALS)

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