Science · Year 2

Active learning ideas

Changing Shapes of Materials

Active, hands-on exploration lets young learners observe how forces reshape materials in real time, building lasting understanding. Handling everyday items connects abstract properties to concrete experiences, making new vocabulary and concepts stick.

• National Curriculum Attainment Targets
• KS1: Science - Uses of Everyday Materials

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 45 min · Small Groups

Rotation Stations: Four Forces

Prepare four stations with materials for squashing (playdough, sponge), bending (straws, rulers), twisting (rubber bands, pipe cleaners), and stretching (elastic, wire). Small groups spend 8 minutes at each, predicting changes, testing, and noting if shapes return. Conclude with whole-class sharing of findings.

Compare how different materials react to being squashed.

Facilitation Tip

During Rotation Stations, position a timer and simple recording sheet at each station so groups move efficiently while documenting observations.

What to look for

Give each student a small piece of playdough and a paperclip. Ask them to draw two ways they can change the shape of the playdough and one way they can change the shape of the paperclip. Then, ask them to write one sentence explaining why the playdough is easier to change.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 30 min · Pairs

Prediction Chart: Stretch or Break?

Provide a class chart with materials like rubber bands, sticks, and foil. Pairs predict reactions to stretching or bending, test gently, then mark results and explain why. Discuss surprises as a group to reinforce elasticity.

Explain why a rubber band stretches but a wooden stick breaks.

Facilitation Tip

For the Prediction Chart, model how to use the word bank (flexible, rigid, elastic, brittle) and insist students justify predictions in full sentences.

What to look for

Present students with a rubber band and a wooden ruler. Ask: 'What do you predict will happen if I try to stretch both of these? Why do you think they will react differently? What words can we use to describe how they change shape?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 35 min · Pairs

Material Hunt and Test

Students collect classroom items, sort into flexible or rigid, then test by squashing or twisting in pairs. Record changes in simple tables. Share one example per pair to build a class properties list.

Predict which materials can return to their original shape after being bent.

Facilitation Tip

In the Material Hunt, provide magnifiers and trays to keep exploration focused and materials contained.

What to look for

During a hands-on activity, observe students as they test materials. Ask individual students: 'Show me how you can squash this material. Can it bend? Can it twist? What do you think will happen if you stretch it further?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 25 min · Small Groups

Squash and Reform Challenge

Give each small group modelling clay and tools. Challenge them to squash, twist, then reform into shapes, noting ease of return. Vote on best reversible material and explain choices.

Compare how different materials react to being squashed.

Facilitation Tip

During the Squash and Reform Challenge, ask students to repeat the force three times to observe consistency and changes in the material’s behavior.

What to look for

Give each student a small piece of playdough and a paperclip. Ask them to draw two ways they can change the shape of the playdough and one way they can change the shape of the paperclip. Then, ask them to write one sentence explaining why the playdough is easier to change.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers should let students lead the investigations by asking open questions rather than demonstrating outcomes first. Avoid naming properties before students observe them; instead, introduce vocabulary after exploration to anchor meanings. Research shows that repeated testing of the same materials helps children distinguish reversible changes from permanent ones, so plan for multiple trials across different sessions.

Children will confidently identify and describe how different materials change shape under various forces. They will use terms like squash, bend, twist, and stretch accurately during discussions and recordings. Misconceptions will surface naturally and be addressed through guided observation and comparison.

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Watch Out for These Misconceptions

• During Rotation Stations, watch for children treating all materials the same way, such as squashing both playdough and pencils with equal force.

  Direct each group to test one force at a time on all materials before moving to the next station, prompting them to compare reactions using a shared recording sheet.

• During the Prediction Chart, watch for students assuming bent or stretched materials stay changed forever.

  After testing, revisit the chart and have students add a second column labeled 'Before and After' to record reversible or permanent changes they observed.

• During the Material Hunt, watch for children excluding hard materials like rulers or spoons from shape-changing activities.

  Include a 'gentle force' category in the hunt to encourage students to apply slight pressure to rigid items and observe subtle changes before moving on.

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Methods used in this brief

• Experiential Learning