Topic: Representing shared portions (Ratio and Percentage. (Lesson 4)

 FOCUS QUESTION

How can I represent shared portions?

SPECIFIC OBJS.

1. Apply the concept of ratio to percentage forms and use the symbol % correctly

2. Solve problems requiring the conversion of fractions to percentages and vice versa.

CONTENT SUMMARY

ENGAGE

What do you remember about percentage?

What is the symbol that represents percent? make it in the air.

Now ratios can be written as percentages and vice-versa.

First you have to write the given ratio as a fraction.

Examine the example below.

EXPLORE

How did I arrive at 25?

Look at another method.

Let's listen to this video clip on ratios to percentages.

Video Clop: Converting ratios to percentages.

Now you can also convert a percentage to a ratio. 

Eg. Write 20% as a ratio.

Step 1: Write the given percentage as a fraction

               20/100

Step 2 : Simplify the fraction where possible

              20/100 = 1/5

Step 3: Write the simplified fraction as a ratio in the form below.

             1:5

You can watch the video clip below for further clarity.

Video clip: Percentages to ratios

EXPLAIN

Now try these two problems and be ready to explain your steps.

(1) Write the ratio 4: 5 as a percentage

(2) Write 65% as a ratio

EXTEND/ELABORATE

Choose a partner and complete any three of the following,

EVALUATE 

FOLLOW UP PRACTICE EXERCISE

ACTIVITY 1

ACTIVITY 2

ACTIVITY 3

ACTIVITY 4

ACTIVITY 5

ACTIVITY 6

ACTIVITY 7

ACTIVITY 8

Activity 9

Activity 10

Activity 11

🧮 Grade 6 Mathematics Lesson Plan

📘Topic: Representing Shared Portions – Ratio and Percentage

⏰Duration: 1 Hour

🎯Focus Question: “How can I represent shared portions?”

🎓Objectives:

1. Apply the concept of ratio to percentage forms and use the symbol % correctly.

2. Solve problems requiring the conversion of fractions to percentages and vice versa.

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🔍 5E Model Lesson Plan

1. Engage (10 minutes)

Activity: “Let’s Share a Chocolate Bar”

• Show students a chocolate bar divided into 10 pieces using a real object or image.

• Ask:

  "If you and your friend share 3 out of 10 pieces, how much did you get in terms of a fraction? A ratio? Can you guess the percentage?"

• Record and discuss responses.

• Connect this to the idea of expressing shared portions in different ways (fraction, ratio, percent).

🌟 STEM Integration: Use digital polling (Mentimeter or Google Form) to collect and display responses live as percentages and fractions.

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2. Explore (15 minutes)

Hands-On Group Activity: “Fraction–Ratio–Percentage Match-Up”

• Students are placed in mixed-ability groups of 3–4.

• Each group receives a set of cards with:

  • Fractions (e.g., 1/2, 1/4, 3/5)

  • Ratios (e.g., 1:2, 3:5)

  • Percentages (e.g., 50%, 25%, 60%)

• Task: Match each fraction with its equivalent ratio and percentage.

• Discuss patterns (e.g., "A ratio of 1:4 means 1 part out of 5, so what percent is that?").

🧩 Differentiation:

• Provide scaffolded hints for struggling students (e.g., fraction bars or conversion charts).

• Challenge early finishers to create their own set of match-up cards for peers.

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3. Explain (10 minutes)

Mini-Lesson: Converting Forms

• Model with board visuals:

  • How to convert fraction → percent
    (e.g., $\frac{3}{4} = \frac{3}{4} \times 100 = 75\%$)

  • Percent → fraction
    (e.g., $40\% = \frac{40}{100} = \frac{2}{5}$)

  • Ratio → percent
    (e.g., $1:4 = \frac{1}{5} = 20\%$)

• Emphasize correct use of the % symbol.

📘Students take notes and work through 2 examples together.

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4. Elaborate (15 minutes)

STEM Challenge: “Data Detectives”

• Students collect real-world data from a mock STEM survey (e.g., Favorite Juice Flavors: Apple – 6, Orange – 3, Pineapple – 1).

• Convert the results into:

  • Fractions (e.g., 6/10)

  • Ratios (e.g., 6:10 or simplified)

  • Percentages (e.g., 60%)

• Share group findings and reflect:

  “How does representing shared portions in different forms help us interpret data clearly?”

📊 STEM Integration: Represent survey results using a simple bar graph or pie chart in Excel or Google Sheets.

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5. Evaluate (10 minutes)

Three-Tier Differentiated Assessment Task

Tier	Task Description
Tier 1 (Support)	Match the following: ½ → 50%, 25% → ¼, etc. (Simple match-up worksheet with visuals)
Tier 2 (Core)	Convert the following: a) ¾ to % b) 40% to a fraction c) 2:5 to a %
Tier 3 (Challenge)	Word Problem: “A class of 25 students has 10 girls. What percentage of the class are girls? Express as a fraction, a ratio, and a percentage.”

✅ Collect and review student work to determine mastery and misconceptions.

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✨ Closure (Quick Wrap-Up) – 5 Minutes

• Revisit the focus question:

  “How can I represent shared portions?”

• Students respond using all three forms: fraction, ratio, percentage.

• Homework (optional): Convert 5 real-life scenarios (e.g., sports wins/losses, meals eaten) into fraction, ratio, and percentage.

Probability

 Probability

Focus Question: In what ways can I represent and interpret information?

Objectives:

1. Formulate all possible outcomes of an experiment (e.g., tossing a fair coin, rolling a fair die).

2. Perform and report on a variety of probability experiments.

Content:

MATHEMATICS LESSON PLAN (Grade 6)

Strand: Statistics & Probability
Topic: Collecting and Representing Data
Duration: 1 hour
Focus Question: In what ways can I represent and interpret information?
Objectives:

1. Formulate all possible outcomes of an experiment (e.g., tossing a fair coin, rolling a fair die).

2. Perform and report on a variety of probability experiments.

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📊 Materials Needed

• Coins and dice

• Tally/frequency table templates

• Graph paper

• Markers or colored pencils

• Rulers

• STEM challenge worksheet

• Projector/whiteboard

• Cromebooks, teacher's blogsite

🌟 5E Model Lesson Plan

🔍 ENGAGE (5 minutes)

• Activity: Show a quick video clip or perform a live demo of a coin toss and dice roll.

• Ask students:

  • What are all the possible outcomes when you toss a coin?

  • What are the outcomes of rolling a die?

• STEM Link: Highlight how scientists and engineers use experiments and data collection to predict results or test probabilities.

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🧠 EXPLORE (15 minutes)

• Hands-on Group Activity:

  • In pairs/groups, students conduct two mini experiments:

    1. Toss a coin 20 times and record the number of heads and tails.

    2. Roll a six-sided die 30 times and record the frequency of each number (1–6).

  • Use tally charts or frequency tables to collect data.

• Materials: Coins, dice, tally chart worksheets, colored pencils.

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📘 EXPLAIN (10 minutes)

• Teacher leads discussion:

  • Define outcomes, frequency, and probability.

  • Model how to convert tallies into bar graphs or pictographs.

  • Guide students to understand the experimental probability = number of times an event occurs / total trials.

• Visual Aid: Use projector/board to show sample bar graph of dice results.

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⚙️ ELABORATE (20 minutes)

• STEM Challenge (Differentiated):

  • Tier 1 (Basic): Students draw bar graphs of their results from coin toss or dice roll.

  • Tier 2 (Intermediate): Students compare their experimental results to theoretical probability (e.g., Heads = ½).

  • Tier 3 (Advanced): Students create and interpret double bar graphs comparing two different sets of outcomes (e.g., student A vs B or coin vs dice).

• Extension (STEM link): Discuss how data representation is used in weather forecasting, sports statistics, and quality control in manufacturing.

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✅ EVALUATE (10 minutes)

Three-Tier Differentiated Evaluation Task

Tier	Task	Criteria
Tier 1	Identify all possible outcomes for a coin and a die. Represent your data from the experiment using a tally chart.	Accurately list outcomes and correctly use tally marks.
Tier 2	Record experiment outcomes and represent results using a bar graph. Compare actual results with expected outcomes (theoretical probability).	Correct bar graph with reasonable comparisons.
Tier 3	Create a double bar graph from two different data sets and explain the similarities and differences between them.	Double bar graph is clear, labeled, and includes thoughtful interpretation.

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🧠 Differentiated Learning Strategies

• Visual Learners: Use color-coded charts and pictographs.

• Auditory Learners: Partner discussions and group interpretation.

• Kinesthetic Learners: Physical dice/coin tossing and chart drawing.

• Support for Struggling Students: Provide sentence starters, graph templates, and peer support.

• Challenge for Advanced Learners: Extend into predicting outcomes for two-dice sums (e.g., probability of getting a 7).

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FOLLOW UP PRACTICE EXERCISES

ACTIVITY 1

ACTIVITY 2

ACTIVITY 3

ACTIVITY 4 decimal responses

ACTIVITY 5

ACTIVITY 6

ACTIVITY 7 

ACTIVITY 8

ACTIVITY 9

Materials, Properties and Uses (Lesson 4 )

 FOCUS QUESTION

What changes are reversible and irreversible?

SPECIFIC OBJS.

1.       Conduct an investigation to illustrate that some changes result in the formation of new materials and others do not.

2.       Work cooperatively in groups

3.       Predict the effects of heat on selected materials

4.       Make careful observations of reversible change and record and explain this using scientific language.

CONTENT SUMMARY

Materials can undergo reversible or irreversible changes. Irreversible changes cannot be undone and form new materials. Reversible changes can be undone. Reversible and irreversible changes can be useful in every day life.

Substances can change their state by heating and cooling.

Melting, freezing, evaporation and condensation can cause materials to change state.

ENGAGE

Read the scenario below.

The students in 6 B received a box of ice-cream from the past principal of their school. By the time it reached their class, it was very soft, however, the teacher starting sharing. This was a very difficult task for her, so she sent it back to the tuck shop to be placed in the refrigerator.

Students will  discuss why the ice-cream  was harder to share and why it was sent back to be placed in the refrigerator. 

They will tell if all materials are like that. (can go back to their original state) They will discuss the changes that the ice cream had undergone. (this will lead to the concept reversible)

EXPLORE

Students I need you to observe and record what happens when the following are done. 

a.       Heat a square of butter in hot water then allows it to cool

b.      Inflate and then deflate a balloon

c.       Cut a sheet of paper in four pieces then fit it back together

d.      Boil water and place a mirror directly above the steam.

(They will make predictions of what will happen before the experiment is done}.

They will also watch Youtube video clip on reversible changes to glean additional information for reporting

Video: reversible and irreversible changes

Now can you provide other examples of the types of changes.

EXPLAIN

Students will explain the changes that occurred in each case and state whether any new materials have been formed.

EXTEND/ELABORATE

Students will write a simple description of the meaning of the term “reversible change” and share their discussions with class.

Individually, students will create a table to record frequent reversible changes they experience at home or seen at school daily. Eg.

 

Action  (Before)	Description of the change (After)	Reversible Yes ¡   / No ¡
Placing water in freezer	Water turned ice	Yes ¡  /   No ¡

EVALUATE 

Answer questions of the types listed below.

1.       Which of the following activities depicts a reversible change?

(a)    Boiling an egg until hard       (c) melting a cube of ice

(b)   Burning an old rag                 (d) combining ingredients to make muffins for the family

2.       Define the term “reversible”

3.       Helen and Jane were both asked to provide examples of reversible changes. Helen’s response was “the burning of a piece of paper.” Jane’s answer was “melting of an ice cube”. Whose response was correct?

Justify your answer.

4.       Provide two examples of a reversible change.

(a)                                                                           (b)

5.       For each of the following, indicate by shading under the column whether you agree or disagree with the statements about reversible changes.

 

Statement                                                                           Agree                 Disagree

 

When a material is changed in a reversible way, a  

               new material is not made.                                          ¡                          ¡

 

               Burning a piece of paper can be reversible.               ¡                          ¡

 

FOLLOW UP PRACTICE EXERCISES

ACTIVITY 1

ACTIVITY 2

ACTIVITY 3

ACTIVITY 4

ACTIVITY 5

ACTIVITY 6

ACTIVITY 7

ACTIVITY 8

ACTIVITY 9

ACTIVITY 10

Lesson Plan – Grade 6 Science

Topic: Materials, Properties, and Uses
Focus Question: What changes are reversible and irreversible?
Duration: 1 Hour
Strand: Materials & Their Properties
Objectives:

1. Conduct an investigation to illustrate that some changes result in the formation of new materials and others do not.

2. Work cooperatively in groups.

3. Predict the effects of heat on selected materials.

4. Make careful observations of reversible change and record and explain this using scientific language.

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ENGAGE (5–7 minutes)

Activity:

• Display two short videos or live demonstrations:

  1. Ice melting (and later re-freezing).

  2. Paper burning to ash.

• Ask students:

  • "What differences do you notice between the two changes?"

  • "Which one can we get back to its original form?"

• Write their initial ideas on the board under ‘Reversible’ and ‘Irreversible’ headings.

STEM Link: Connect to real-world examples — ice in refrigerators (technology) vs. burning waste materials (environmental science).

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EXPLORE (15 minutes) – Group Investigation

Materials (per group):

• Ice cubes in a zip-lock bag

• Chocolate pieces

• Bread slices

• Egg (boiled or raw for teacher demo with heat)

• Candle & match (teacher handles flame)

• Sugar

• Metal spoon

• Heat source (electric kettle/hot plate – supervised)

• Chromebooks, projector

• Teacher's blogsite

Procedure:

1. Students in groups of 4–5 investigate the effect of heat on each material.

2. They record:

   • Before heating appearance/texture.

   • After heating changes.

   • Can the original form be restored? (Yes/No)

3. Teacher supervises and conducts high-risk activities (burning bread, candle, egg frying) while students observe.

Cooperative Skills:

• Assign group roles: Recorder, Timekeeper, Safety Monitor, Materials Manager.

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EXPLAIN (10 minutes)

Teacher Facilitation:

• Define reversible change (can be undone, no new material formed) and irreversible change (cannot be undone, new material formed).

• Link examples from students’ investigation to scientific definitions.

• Introduce correct scientific language: melt, evaporate, condense, burn, char, solidify, chemical change, physical change.

• Students share predictions vs. actual results — discuss why some predictions were correct/incorrect.

STEM Link:

• Chemistry: Distinction between physical and chemical changes.

• Engineering: Why some manufacturing processes (like metal forging) are irreversible.

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ELABORATE (15 minutes)

Application Task:

• Students classify a set of real-life changes as reversible or irreversible:

  • Rusting iron

  • Boiling water

  • Baking a cake

  • Freezing juice

  • Cutting paper

  • Dissolving sugar in water

• In pairs, they justify their answers using scientific terms.

• Extension for high-achievers: Suggest how some irreversible changes can be prevented or slowed down (e.g., painting metal to prevent rust).

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EVALUATE (8 minutes) – Three-Tier Differentiated Assessment

Tier 1 (Basic):
Match each example to "Reversible" or "Irreversible" (ice melting, wood burning, sugar dissolving, egg frying).

Tier 2 (Proficient):
Explain why each change is reversible or irreversible using terms such as "new material formed" or "state change."

Tier 3 (Advanced):
Design a short investigation to test whether a new material is formed in a given change (e.g., heating saltwater to dryness) and predict outcomes.

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Differentiation Strategies:

• Support: Use visuals and word banks for ELLs and struggling learners.

• Challenge: Ask stronger students to link reversible/irreversible changes to particle theory.

• Hands-on learners: Provide more practical tasks.

• Visual learners: Use diagrams and before/after images of changes.

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Homework / Extension:

• Research 3 irreversible changes in cooking or manufacturing and explain why they cannot be reversed.

Materials, Properties and Uses (Lesson 3)

 FOCUS QUESTION

What are some properties of common materials and their everyday uses?

SPECIFIC OBJS.

 1.  Examine a selection of materials/objects to determine the transparency, absorbency, strength, magnetic property and heat conductivity of materials in everyday use.

2. Work cooperatively in groups

CONTENT SUMMARY

Materials exist as solids, liquid or gases. Materials/objects have different properties, such as transparency absorbency, strength, magnetic property, and heat conductivity, which determine their everyday use.

Improper disposal of some materials can affect the environment.

Materials can undergo reversible or irreversible changes. Irreversible changes cannot be undone and form new materials. Reversible changes can be undone. Reversible and irreversible changes can be useful in everyday life.

Substances can change their state by heating and cooling.  Melting, freezing, evaporation and condensation can cause materials to change state.

ENGAGE

Students will review past lesson on hazardous materials and why they have to be so stored in their various containers. Tell if all the materials are the same then.

EXPLORE

Students will watch a youtube video clips on materials to glean information on the different types of materials and their properties.

Video: Materials 1

Video: Properties of materials

Teacher will highlight terms like transparency, absorbency, strength, magnetic property and heat conductivity and have students providing their meanings based on video clips.

In groups students will be given sets of identical materials to investigate an assigned property:  transparency, absorbency, strength, magnetic property, and heat conductivity. They will record observation in a table.(Each group will examine one property) Eg.

MATERIALS	PROPERTY :  ( E.g.. Absorbency)
	Weak	Fair	Strong
Plastic slippers
Paper
Plastic
Spoon
Piece of glass
Plastic ruler
A T-Shirt

EXPLAIN

Students will discuss their findings in the different groups, explaining how they carried out the investigation.

EXTEND/ELABORATE

In groups, students will create a worksheet on Properties and uses of Materials. They will use materials found in their home/school and complete a table showing name of material, what it is used for/made from, why the material is a good choice and the property of the material (eg. Transparent, absorbent, conductor etc.)

Material	Made From	Property of material	Justification for its use
Enamel pot
Plastic garbage bin
Clothes iron
Spoon
Windscreen

 Video clip: Properties of materials 2

EVALUATE 

1.       Which item below represents a  good conductor of heat?

(a)    Steel     (b) paper     (c) plastic     (d)  rubber

Give reasons to support your answer. ____________________________________________

.   J June will be going a field trip in the summer to Dunn’s River Falls. She was told that it is forbidden to climb the falls without a foot wear. She is undecided as to type foot wear to buy. Which property of materials should she take into considerations when choosing her footwear? Is it ABSORBENCY or TRANSPARENCY?

Justify your answer. ______________________________________________________________

3.       Use the words on the left to match the corresponding statements they refer to on the right.

 

COLUMN 1	COLUMN 2
Transparency	Some materials are waterproof and other materials let water through. This speaks of _______ of material.
Absorbency	Some materials are flexible and others are rigid.
Strength	Some materials let heat travel along them. They are good ____.
Heat conductivity	Some materials are see-through
Malleability	Some materials are strong while some are weak

4. Read through the statements below ((a -j). Match each property word below to the statement that best describes or explains it then complete the table with an example of an object that you know of, or have used, which has this property.

     

                                                  PROPERTIES OF MATERIALS

absorbent  conductive  elastic   flexible  magnetic  metallic strong  translucent   transparent  waterproof

Statement	Property word	Example of object
a) Is shiny, strong, malleable, a conductor
b) Is attracted to magnets
c)Takes in or soaks up liquids easily
d) Allows some light to pass through
e)Allows heat and electricity to pass through
f) Thing you see through clearly
g) Bends easily without breaking
h)Repels or resist water so it does not get wet
i) Can be stretch and returned to original length j) Will not break easily

5. Granny B went into the kitchen when she saw her granddaughter just about to stir a boiling hot soup with a spoon. Read what Granny B said as she handed Suzette a different spoon.

Use the cartoon to answer the questions below.

(a) Based on Granny B's comment, what type of material do you think Suzette's spoon was made of?

(b) Why would her grandmother give her that warning about that spoon?

(c) What material do you think Granny B's spoon was made of?

(d) Explain how Granny B's spoon might behave differently in the hot soup than Suzette's spoon.

6. Shade the letter beside the correct responses.

The frying pan has two different materials because _____________.

a) the metal part and wooden handle look nice together.

b) the handle can protect your hand from heat

c) the metal part will insulate food when the pan is on the fire

d) wood does not conduct heat easily.

FOLLOW UP PRACTICE EXERCISES

ACTIVITY 1

ACTIVITY 2

ACTIVITY 3

ACTIVITY 4

ACTIVITY 5

ACTIVITY 6

ACTIVITY 7

Activity 8

Activity 9

ACTIVITY 10

Lesson Plan – 5E Model

Subject: Science
Grade: 6
Topic: Materials, Properties and Uses
Focus Question: What are some properties of common materials and their everyday uses?
Duration: 1 hour
Objectives:

1. Examine a selection of materials/objects to determine the transparency, absorbency, strength, magnetic property, and heat conductivity of materials in everyday use.

2. Work cooperatively in groups.

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Materials Needed

• Variety of objects (glass, plastic, wood, metal, fabric, sponge)

• Magnet

• Warm water

• Thermometer

• Paper towels

• Chart paper and markers

• Worksheets/checklists

Engage (10 minutes)

Purpose: Capture curiosity and connect to prior knowledge.

• Activity: Show a short, 2-minute video or real objects showing items made from glass, metal, wood, fabric, and plastic.

• Prompt Discussion Questions:

  • Why do we use glass for windows instead of wood?

  • Why are cooking pots made from metal and not paper?

• Teacher Note: Use mystery bags with an object inside. Students feel the item without looking and guess the material based on touch clues.

STEM Link: Relating engineering design to material choice — "Engineers select materials based on their properties to solve real-life problems."

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Explore (15 minutes)

Purpose: Hands-on investigation of material properties.

• Materials per group: Glass jar, plastic cup, cotton cloth, aluminum foil, steel nail, magnet, sponge, cardboard, thermometer, warm water, paper towel.

• Instructions: Students rotate through stations testing for:

  1. Transparency – Hold up to light.

  2. Absorbency – Place a few drops of water and observe.

  3. Strength – Attempt gentle bending/tearing.

  4. Magnetic property – Use a magnet to test attraction.

  5. Heat conductivity – Wrap around thermometer bulb and place near warm water to observe heat transfer.

• Group Work: Assign roles (recorder, tester, timer, reporter) to encourage cooperation.

Differentiation:

• Support: Provide checklists with icons for each property for struggling readers.

• Challenge: Ask early finishers to predict alternative uses for the materials based on their results.

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Explain (10 minutes)

Purpose: Consolidate observations into scientific understanding.

• Discussion: Each group shares their findings. Teacher records results in a class comparison chart.

• Key Points to Emphasize:

  • Transparency helps with visibility (windows, lenses).

  • Absorbency is important in cleaning materials.

  • Strength determines durability.

  • Magnetic property is used in motors, compasses.

  • Heat conductivity is critical for cookware.

STEM Link: Materials science — how understanding properties helps engineers, builders, and designers choose suitable materials.

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Elaborate (15 minutes)

Purpose: Apply knowledge to real-world contexts.

• Scenario Activity:

  • "An engineer is designing a new lunch container to keep food warm and unbroken. Which materials would you recommend for the lid, body, and lining? Why?"

  • Groups choose materials and justify their choices based on tested properties.

• Differentiation:

  • Tier 1: Match materials to uses from a given list.

  • Tier 2: Explain reasoning for at least two property-use links.

  • Tier 3: Propose an innovative use for a material not commonly used that way.

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Evaluate (10 minutes)

Purpose: Assess learning through differentiated tasks.

Three-Tier Evaluation:

1. Tier 1 (Recall) – Match each property to a correct material (e.g., "Which is more transparent: glass or wood?"). (For students needing more support)

2. Tier 2 (Application) – Given a list of 5 everyday objects, identify at least one key property and explain why it’s important for that object. (For students at grade level)

3. Tier 3 (Analysis & Design) – Design a simple object (e.g., a shelter, tool, container) and explain the choice of materials based on at least 3 properties tested today. (For advanced learners)

Assessment Tools: Observation during group work, completed charts, oral explanations.

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Materials Needed

• Variety of objects (glass, plastic, wood, metal, fabric, sponge)

• Magnet

• Warm water

• Thermometer

• Paper towels

• Chart paper and markers

• Worksheets/checklists