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Lesson: Exploring Properties of Objects and Materials
(Wood)
Grade Level:
K
Content Area:
Physical Science
Core Area:
Exploring Properties of Objects and Materials
Lesson Overview:
Students will learn about wood. They will compare properties of
different kinds of wood, investigate wood and water, test floating and sinking, describe different
kinds of wood, classify wood by different properties, discuss which kinds of wood are natural or
human-made.
2005 Standards Correlation
Grade K Exploring Matter
Standard K-5: The student will demonstrate the understanding that objects can be described by
their observable properties. (Physical Science)
Indicators
K-5.1 Classify objects by observable properties (including size, color, shape, magnetic attraction,
heaviness, texture, and the ability to float in water).
K-5.2 Compare the properties of different types of materials (including wood, plastic, metal, cloth,
and paper) from which objects are made.
2014 Standards Correlation
Grade K Physical Science: Exploring Properties of Objects and Materials
K.P.4A. Conceptual Understanding: Objects can be described and classified by their observable
properties, by their uses, and by whether they occur naturally or are manufactured (human-made).
Different properties of objects are suited for different purposes.
Performance indicators: Students who demonstrate this understanding can:
Standard K.P.4A.1: Analyze and interpret data to compare the qualitative properties of objects
(such as size, shape, color, texture, weight, flexibility, attraction to magnets, or ability to sink or float)
and classify objects based on similar properties.
Standard K.P.4A.2: Develop and use models to describe and compare the properties of different
materials (including wood, plastic, metal, cloth, and paper) and classify materials by their observable
properties, by their uses, and by whether they are natural or human-made.
Standard K.P.4A.3: Conduct structured investigations to answer questions about which materials
have the properties that are best suited to solve a problem or need.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
Page 1 of 6
Materials:
FOSS Science Kit: Wood & Paper
5 Clear Basins
Basswood, Particleboard, Pine, Plywood, and Redwood Samples (one per student)
1 Set of Tree Posters: Redwood, Pine, and Linden Trees
1 Set of Wood-Production Posters: Particleboard and Plywood
Copies of the “This is made of wood” label
Tape
Droppers (one per student)
Clear plastic cups (one per pair of students)
5 - ½ liter containers
Sponges
Water
Pitcher or empty 2-Liter soda bottle
Newspaper
Chart paper
Small hammers (optional)
Nails (optional)
Protective eyewear (optional)
Procedures:
1. Introduction – Wood – Show students one of the wood samples. Ask them what they think it is.
Ask them where they think wood comes from.
2. Ahead of time, put wood samples in the clear basins for student distribution. Show students the
bins and tell them that each bin contains samples of a different kind of wood. Each student will
get one piece of wood from each bin to observe. Have students file by the bins and collect their
wood samples. Allow them time to explore the wood. It’s ok if they want to build little
structures with the samples. While they are exploring, visit small groups of students and help
them focus their observations by asking:
•
•
•
•
•
•
•
How are these two alike? Different?
Is any piece of wood heavier than the others?
How does the wood smell? Feel?
Is it rough or smooth?
What color is it? Are they all the same color?
How do you think the plywood or particleboard was made? Do they look like the other
samples?
What else have you discovered?
After the students have had time to explore, call them all together with their wood samples.
Hold up each sample, one at a time. Tell the student the name of each sample and ask them to
hold up their sample that is the same.
Tell the students that different kinds of wood comes from different kinds of trees. Show them
the redwood sample and the poster of the redwood tree. Repeat with the Basswood and Pine
samples and posters.
Next show students the sample of plywood and ask them to hold theirs up. Explain that there
are no plywood trees, but that plywood is made by people. Show them the poster and discuss
the process, step-by-step. Do the same for the particleboard.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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Have students return their wood samples to the appropriate bins.
Write down observations that children make about wood on a chart. Save it for later.
3. Wood Hunt
Prepare: Get a wood sample for each student and place them somewhere in room where students
can easily find them. Have a matching sample of each piece in a bin to distribute to the children. Be
sure that you have the same number and kind of samples in this group as you hid around the room.
Students will hunt for matching pieces. Make copies of the “This is made of wood” label, cut them
apart, and prepare pieces of tape for distribution.
Review the different kinds of wood with children. Tell students they will be going on a wood hunt.
Explain that there are wood samples around the room. Each student will be given one wood sample,
and they are to find one that matches and bring both samples back to the group. When all students
have returned, hold up a sample of each kind of wood, name it, and have students who found the
same kind hold theirs up. Ask them which kinds of wood come directly from trees and which ones
have to be processed by people.
Next, tell students they are to look around the room for things that are made of wood. They will be
labeling objects around the room by following this procedure:
1. Pick up a “This is made of wood” label and a piece of tape.
2. Label something in the room made of wood.
3. Return to the rug.
After students return to the rug, have them notice all the things they found that are made of wood.
Ask them why they think wood is a good material for making the things they found (it’s sturdy,
strong, flat, can be cut, can be painted, etc.).
Add to the chart if necessary.
4.
Wood & Water
This activity works best with small groups of 6-10 students. Fill a cup about 1/3 full of water and a
basin about ½ full of water for each pair of students. Be prepared to demonstrate how to use
droppers if students have not used them before (a turkey baster works well for the demonstration).
Put pieces of wood in each of the 5 ½ liter containers (one for each student).
Review the 5 types of wood with the students. Tell them that today they are going to work in small
groups to investigate what happens when they drop water onto wood. Ask them what they think will
happen. Demonstrate the dropper if students haven’t used them before.
Send 6-10 students to the center. Pass the containers of redwood and particleboard around the
group, asking students to take one of each. Have students put ONE drop of water on the surface of
each of the two samples and observe what happens. Then, ask them to put a drop on the end of
each sample and observe what happens. Guide students by asking:
• Does water sit on the wood or soak in?
• How does it soak in? Right away? Slowly?
• Does the color of the wood change?
Allow time for exploration. Let students repeat the activity with the other wood samples when they
are ready.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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Ask: “What do you think will happen if we put the wood samples in a tub of water?” Allow for
discussion. Let pairs of students share a basin and drop wood samples, one at a time, into the basin.
(All the samples should float.) Let children describe what happened.
Clean up: Spread the samples on newspaper to dry. Use dry samples for each group of students.
After all groups have completed the activity, ask the question, “What happens when wood gets wet.”
Write down children’s observations.
5.
Sink the Pine and Plywood
This activity works best with small groups of 6-10 students. It works really well outdoors if you have
a place to work.
Each student will need a pine sample and a plywood sample. Each pair of students will need a basin
½ filled with water, a plastic cup with about 40 jumbo paper clips, and several rubber bands.
Bring the students together and ask them to discuss the last activity. What happened when we
dropped wood samples into a basin of water? (They all floated.) Tell students that today you want
them to think of a way we can make the wood samples sink. Let them share ideas and entertain any
that are feasible. (Students might come up with a good idea that will work in your classroom. If so,
you should feel free to use it.) After discussion, show students the two wood samples, paper clips,
rubber bands, and basins. Ask them how they could use these materials to sink the wood samples.
Send 6-10 students to the center and have them work with the materials to see if they can sink the
wood. Most of the time, students will figure out how to secure the rubber band around the wood
and add paper clips until the wood sinks. If not, show them how to do it. Ask the following
questions:
• Were you able to sink the wood by attaching paper clips?
• How many paper clips did you use? (The students might not know, and that’s ok.)
• Did you use the same number of paper clips for both samples? (Again, they might not
know.)
• Does it make a difference where you put the paper clips? (All on one side, evenly distributed
around the wood, etc.)
6.
Evaluate – Have students answer a question each day in their science journals. Use these
answers to determine students’ understand of concepts taught.
Sample questions:
Where does most wood come from?
Can you think of something at home that is made of wood?
How is plywood different from pine?
Does wood sink or float?
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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7E Procedures for Weather Lesson:
7E
Engage
Elicit
Explore
Explain
Elaborate
Evaluate
Extend
Procedures
Introduce wood samples. Ask students
where they think wood comes from.
Explore wood samples. Allow children to
explore and look for similarities in the 5
different types of wood samples you
provide. Allow for discussion and write
down students’ observations.
1. Wood Hunt – Part One – Students will
search for samples of wood to match
those that they have.
2. Wood Hunt – Part Two – Students
will search for and label things around
the room that are made of wood.
3. Wood & Water – Part One – Students
will work in small groups to discover
what happens when drops of water are
placed on wood samples.
4. Wood & Water – Part Two – Students
will work in small groups to discover
what happens when wood samples are
placed in basins of water.
Teachers will share three tree posters and
the particleboard and plywood posters.
Children will see that some wood comes
directly from nature and some is
manufactured by people.
Sink the Pine and Plywood – Students will
investigate a way to make a wood sample
sink.
Have students answer a question each day
about wood in their science journals. Use
their answers to evaluate how well they
understand the concepts that have been
presented.
1. Sinking Investigation – Repeat the
sinking investigation, this time carefully
adding one paper clip at a time and
dropping it in the water until it sinks.
Count the clips and make a “graph” to
show how many it took to sink each
sample.
2. Constructions – Have children
investigate sticking two pieces of wood
together to create something.
3. Take a field trip to a construction site or
lumberyard.
SEPs
Copyright © 2014 by the Board of Trustees of the University of South Carolina
CCCs
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Post Activities and Interdisciplinary Connection
Science
1. Have students repeat the sinking investigation, this time carefully adding one paper clip at a time
and dropping it in the water until it sinks (sinks means it sits flat on the bottom). Count the
paper clips and make a “graph” using the paper clips and wood samples. Compare how many it
took to sink each type of wood.
2. You can extend the sinking investigation further by asking the children if it makes a difference
where the clips are placed on the wood. (Examples, evenly spaced all around, all on one side,
half on one side and half on the other, etc.)
3. Constructions – Have children investigate sticking two pieces of wood together. Teach them
how to use a hammer and nails. Allow children to try any method they think would work. If the
children are very interested and excited about this activity, invite them to try to build something
that they could use. Have them first brainstorm things they could make out of wood, then
sketch one of their ideas, then gather materials and build it!
4. Take students on a field trip to either a construction site or a lumberyard. If any of the students’
parents are in the process of building a home, you could visit their home site. The children will
get so excited when they see particleboard and plywood on the job site! At a lumberyard, the
people who work there can explain the different ways they process wood and show them the
piles of sawdust and wood shavings that they accumulate.
Mathematics
1. Graph different kinds of wood found in the classroom. This could be as simple as looking for
three kinds: natural wood, plywood, and particleboard.
2. During the sinking investigation, reinforce the idea that children are adding weight to the wood
to make it sink. Use a balance to show that a piece of wood without paper clips is lighter than a
piece of wood with paper clips. You could even use a digital scale to find the exact weight of the
paper clips that were used to sink the different kinds of wood.
3. Have students make a list of wooden items they find in their home. Use a chart to collect the
information, possibly grouped by types (furniture, toys, tools, other). Have students count the
number of items they found.
Language Arts
1. Have students communicate their thoughts about wood in science journals. They can write
stories, poems, or songs about wood. Start a wood word bank to help students.
2. Read books about wood to children:
How a House is Built by Gail Gibbons
A Year at a Construction Site by Nicholas Harris
Iggy Peck, Architect by Andrea Beaty
A Day in the Life of a Builder by Linda Hayward
Art
1. Use graph paper to draw a “blue print” to build a playhouse.
2. Make pictures with sawdust, wood shavings, and/or twigs. Students can add texture to their
drawings by spreading a thin layer of glue and adding sawdust or shavings.
3. Allow students to draw with charcoal, a wood that has been changed by burning it.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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