Exploring Objects, Materials and Fasteners

Show students the slideshow Objects, Materials and Fasteners slideshow [Google slides] [pptx] [PDF]. On each slide, pause after asking the question at the top of the slide. After students share responses, click to have suggested answers appear on screen.

In addition, students could be provided with physical objects to interact with that are similar to those used in the slide show. Students could hold up the objects when they are mentioned in the slideshow.

Language

Consider creating a word wall of terminology, along with pictures, that students will encounter over the course of this lesson such as material, wood, metal, glass, plastic, fabric fastener, thumb tack, clothes pin, tape, screws, object. You could use the What You Know About Materials, Objects and Materials reproducible [Google doc] [Word doc] [PDF]

For French immersion students, both English and French words could be used.

Discussions

Students may naturally want to offer their own examples in these discussions. Allow them time and be prepared that they will want to demonstrate their knowledge right away.

Community Connections

Encourage students who may have different ways of knowing and feel comfortable sharing them to explain some of the traditional items that are used within their communities as materials and fasteners used to make objects.

Tipis and wigwams are examples of traditional First Nations structures that are created with materials and fasteners found in the natural environment. It is important to remember that these diverse First Nations, Inuit and Metis groups are still around. Some are our friends, neighbours, our classmates or members of our families. As we learn about their ways of knowing it is important to do so with respect and gratitude.

Images and Videos

Describe the images in the slideshow for students with visual impairments.

In addition, for students with hearing impairments, provide them with physical objects to interact with and ask them what sounds they associate with the items and include them in the descriptors of the items. 

Divide students into groups to do centre activities. Activities could be done concurrently or sequentially.

Give students a brief description of what they will be doing at each centre.

Language

Review the concept of “sorting” to ensure students understand the concept before beginning the activities. Suggested prompts can include:

• “How can we sort things?”
• “Why do we sort things?”

Centre Activity 1: Sorting Objects by Materials and Fasteners

This centre activity is best done in groups of four, but other sizes of student groups could also be used.

Randomly organize the objects made of different materials and including different fasteners into four small bins or baskets. Set these, along with the four sets of sorting tools out at a centre.

Have students individually or in pairs sort the items in their basket:

1. First according to material (e.g., wooden clothes pins with wooden popsicle sticks, etc.)
2. Then by fastener type

Observe and have conversations with students about how they are sorting the objects after each instance of sorting.

After each group has completed their sorting, they pass their bin to another group and repeat the process using new objects. Students continue sorting and passing objects until they have sorted each of the bins.

Encourage students to put all of the objects back into their respective bins before leaving the centre.

Idea

Review and incorporate the learning strategy of Sorting Mats to support students’ development of the skill of sorting and classifying.

Community Connections

Use objects that are relevant and familiar to students as well as ones which are new to them.

Language

Add the names of objects and words for materials used in the sorting to a word wall along with images of the objects. The words could be arranged in such a way to support students in sorting.

Discussions

Discussion prompts can include:

• “What words could you use to describe the fasteners you have sorted here?”
• “What words can you use to describe that material?” (e.g., what colour is wood, how does metal feel, etc.)
• “What was your sorting rule for putting all of these things into one group?”

Centre 2: Make a Match

This centre activity is best done individually or in pairs.

Provide students at this centre with laminated Make a Match reproducible [Google doc] [Word doc] [PDF] and dry erase or washable markers.

If using physical materials instead of markers, put these out at the centre.

Observe and make notes or photograph each student’s completed Make a Match sheet before they wipe it off for the next student. 

If you wish to collect the activity sheets as documentation of student learning, then print enough copies of the reproducible for each student and have them complete on paper.

Discussions

Discussion prompts can include:

• “How can you tell the difference between an object and a fastener?”
• “Why do you think some objects need fasteners?”

Idea

This is a good opportunity to review what a fastener is and how it works in relation to an object (e.g., a zipper on a coat holds two pieces of fabric together so that you can put it on and take it off easily and so that wind, snow and rain can’t get through.)

Centre 3: Interactive Online Activity

Students explore different materials, fasteners and objects by clicking on different objects in this interactive presentation.

Note: Alternatively, you could do this activity with students as a class once they have completed the first two centres.

Students click on the arrows to go to a page about the given object or fastener. On that page, they will answer questions about the material of the object.

Note: There are two questions per page. One has a correct answer, and one has an incorrect answer. There is a prompt for students to think about their answer before clicking on the box.

It is recommended that you do one of the examples together with the students by projecting the presentation on a screen.

Using the main screen image, ask each student or pair of students what each object is made of.

As a class, have students choose images from the Show What You Know About Materials, Objects and Materials reproducible [Google doc] [Google jamboard] [Word doc] [PDF] and place them below the correct header using a pocket chart, chalkboard or whiteboard with magnets or stick tack.

Technology

Alternatively, use this Google jamboard to facilitate the consolidation activity.