Science · 2nd Year

Active learning ideas

Squash, Bend, and Twist

Active learning works well for this topic because children need to see, feel, and compare how different materials respond to forces. When students test real objects like plasticine or rubber bands, they connect abstract concepts to concrete experiences, building lasting understanding through touch and observation.

• NCCA Curriculum Specifications
• NCCA: Primary - Materials
• NCCA: Primary - Materials and Change

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Outdoor Investigation Session
• 45 min · Small Groups

Testing Stations: Force Challenges

Prepare stations with materials like clay, pipe cleaners, and cardboard. Students apply squash, bend, and twist forces, record if changes are temporary or permanent on worksheets. Groups rotate stations, then share findings with the class.

Differentiate between a permanent and a temporary change to a material.

Facilitation Tip

During Testing Stations, ask students to rotate roles so every child handles materials and records observations, ensuring equity in participation.

What to look for

Provide students with three objects: a rubber band, a pencil, and a piece of clay. Ask them to write down one force they could apply to each object and describe whether the change in shape would be temporary or permanent.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 30 min · Pairs

Prediction Pairs: Snap or Stretch?

Pairs predict outcomes for materials under bending or pulling forces using thumbs-up/down cards. They test predictions, observe snapping or stretching, and discuss why differences occur. Compile class results on a shared chart.

Explain why some materials snap while others are able to stretch.

Facilitation Tip

For Prediction Pairs, have students justify their choices with evidence from the Testing Stations before revealing results.

What to look for

Pose the question: 'Imagine all the chairs in our classroom suddenly became as flexible as rubber bands. What are two problems this would cause and one way it might be helpful?' Encourage students to share their predictions and reasoning.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 35 min · Whole Class

Whole Class: Rubber World Simulation

Students act out daily tasks if all materials were rubber-like: try 'squashing' books or 'twisting' chairs with props. Predict and discuss real implications, then vote on pros and cons. Draw before-and-after sketches.

Predict the implications if all classroom materials suddenly became as flexible as rubber.

Facilitation Tip

In the Rubber World Simulation, pause frequently to ask students to share their observations aloud, creating a shared narrative of the forces at work.

What to look for

During a hands-on activity, observe students as they test different materials. Ask individual students: 'Why do you think the straw bent permanently but the rubber band snapped back?' Listen for their explanations of temporary versus permanent changes.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 20 min · Individual

Individual: Material Diary

Each student selects five classroom objects, applies gentle forces, and notes changes in a personal diary with sketches. Review entries next day to categorize permanent versus temporary shifts.

Differentiate between a permanent and a temporary change to a material.

What to look for

Provide students with three objects: a rubber band, a pencil, and a piece of clay. Ask them to write down one force they could apply to each object and describe whether the change in shape would be temporary or permanent.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Approach this topic through guided inquiry, letting students test materials first before introducing formal terms like elasticity or plasticity. Avoid telling students what to expect; instead, ask them to compare results and draw conclusions together. Research shows young learners grasp these concepts best when they voice their predictions before testing, then reflect on the differences between their ideas and reality.

Successful learning looks like students confidently using terms like squash, bend, and twist to describe temporary and permanent changes. They should compare materials, make accurate predictions, and explain why some objects snap while others stretch or return to their original shape.

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Watch Out for These Misconceptions

• During Testing Stations, watch for students assuming all materials change shape the same way under force.

  Use the varied materials at the stations to guide students toward noticing differences, such as asking, 'Why does the rubber band stretch but the pencil breaks? What does that tell us about the materials?'

• During Testing Stations, watch for students thinking any shape change to a material is permanent.

  After testing elastic bands, ask students to stretch and release them repeatedly, then discuss why the band returns to its original shape each time.

• During Prediction Pairs, watch for students believing forces do not depend on material type for results.

  Have students revisit their predictions after testing, then ask them to explain why the same force (twisting) made a straw bend but a metal spoon stay straight.

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Methods used in this brief

• Outdoor Investigation Session