CHAPTER 4: Classification of Materials

Sections Topic Duration

4.1 What is Classification? 35 mins

4.2 Types of Physical Properties 70 mins

4.3 Types of Materials 35 mins

4.4 Choosing the Right Material 35 mins

Science Matters: Scheme of Work

 2008 Marshall Cavendish International (Singapore) Pte Ltd
 [Lower Secondary Science] – Classification of Materials

Section 4.1: What is Classification?

35 mins
Learning Outcomes
After this lesson, your students should be able to
 classify a number of common everyday objects and recognise that there are many ways of classifying the same group of objects

Points to note while teaching:

 Most students would know that a group of objects can be classified in a few ways. You may want to help them think up more (interesting) ways of
classifying objects. You can also spend some time to bring across the values of such a classification exercise; orderliness and comparability.

Lesson component Content Resources required

Starters/Triggers Class demo
 Ten random objects
 You could start with a simple classroom demonstration. Bring a set of ten random objects and
show the students various ways of classifying these objects.
* Approximately 5 minutes given for this classroom demonstration.
OR
Classroom discussion (Textbook activity)
 Direct students’ attention to Figure 4.1.1 in textbook page 52.  Textbook
 Ask students to discuss the various ways by which the candies have been classified. Then
brainstorm and think of other ways by which they can be classified.
* Approximately 5 minutes given for this classroom discussion.

Classroom activity (explanation covered in CSI; page 53)

 Then ask them to look around the classroom and pick out at least seven objects and think of as
many ways as possible to classify them.
* Approximately 10 minutes given for students to try out the activity.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
Page 2 of 9
 [Lower Secondary Science] – Classification of Materials

Concept Powerpoint presentation, textbook and questions from the workbook.

Development
 Powerpoint slides
1. Highlight to students that classifying objects helps us to be more systematic and allows us to
compare the objects.  Textbook, Workbook,
Practical book
2. Students should be able to classify a group of objects in various ways. Encourage thinking out
of the box.
3. Students should be able to not only classify objects, but also be able to explain their rationale
for classifying the objects the way they did.

Other initiatives National Education/Related Websites

 Internet
 For locations of recycling collection centres in Singapore, you may want to direct your students
to the following website:
http://www.sec.org.sg/recylce_htm/recycle_r_contents.htm
 For further information on how recycling is strongly encouraged and pursued by an
organisation in Singapore, you may like to direct your students to the following website:
http://www.wmras.org.sg/Events.htm

Review Questions  Allow students to attempt the questions on their own.  Textbook
 Explain the challenging questions in this section.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
Page 3 of 9
 [Lower Secondary Science] – Classification of Materials

Section 4.2: Types of Physical Properties 70 mins

Learning Outcomes
After this lesson, your students should be able to
 describe the properties of groups opf materials in terms of density, strength, hardness, flexibility, electrical conductivity, thermal conductivity and
melting/boiling point.

Points to note while teaching:

 There may be a tendency for students to simply memorise the various physical properties. Make extra effort to help them understand each property and
what it entails.
 Students usually associate ‘density’ with ‘weight’ or ‘mass’. It is important to help them understand the difference between these terms.

Lesson component Content Resources required

Starters/Triggers Activity
You may start by asking your students to investigate some properties of materials through activity
 Practical book
4.1 in the practical book.
* Approximately 35 minutes given for this activity.
OR
Class discussion (found in Figure 4.2.1, page 53)
You may want to have the students discuss in groups, what they think makes the flimsy-looking
spider web so strong. They can also think of other things that look weak but are actually very  Textbook

strong.
* Approximately 10 minutes given for this discussion.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
Page 4 of 9
 [Lower Secondary Science] – Classification of Materials

Concept Powerpoint presentation, textbook and questions from the workbook.

Development
 Powerpoint slides
1. Students should be able to recall the physical properties commonly used in classification, as
 Textbook, Workbook,
listed on page 53. Practical book
2. It is important to explain each property to the students so that they understand what they entail.  Inquiry Worksheets
– Classifying Materials
3. Students should know how each physical property can be used to classify objects. (Role play)

Other initiatives National Education/Related Websites

 Internet
 For more information on diamonds and how they are cut and used, students can visit the
website listed on page 54:
http://www.howstuffworks.com/diamond

Review Questions  Allow students to attempt the questions on their own.  Textbook
 Explain the challenging questions in this section.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
Page 5 of 9
 [Lower Secondary Science] – Classification of Materials

Section 4.3: Types of Materials 35 mins

Learning Outcomes
After this lesson, your students should be able to
 distinguish between the main classes of materials (metals, ceramics, glass, plastics and fibres) in terms of their properties.

Points to note while teaching:

 It is important to inform your students that the physical properties listed for the various materials are generic properties. There will be exceptions to the
rule, such as stained glass not being transparent.
 It may also be good at this point to remind students that most objects are made of more than one material, in case students fall into the habit of classifying
objects as purely metal, glass, plastic etc.

Lesson component Content Resources required

Starters/Triggers Class Activity
You could start by organising a scavenger hunt in the classroom. Group the students into threes or
fours and ask them to get a list of objects, for example, three objects made of glass, three made of
metal, five made of plastic etc.

The aim of this activity is to make your students aware that there are many objects made of
different materials all around them.

* Approximately 10-15 minutes given for this starter activity.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
Page 6 of 9
 [Lower Secondary Science] – Classification of Materials

Concept Powerpoint presentation, textbook and questions from the workbook.

Development
 Powerpoint slides
1. Students need to know the main types of materials as listed on page 58.
 Textbook, Workbook,
2. Students should also be able to recall a few properties related to the various types of materials. Practical book
3. Students should also be familiar with a few examples of objects made from the various types of  Inquiry Worksheets
– Natural Indicators
materials. – Practice Questions

Review Questions  Allow students to attempt the questions on their own.  Textbook
 Explain the challenging questions in this section.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
Page 7 of 9
 [Lower Secondary Science] – Classification of Materials

Section 4.4: Choosing the Right Material 35 mins

Learning Outcomes
After this lesson, your students should be able to
 choose suitable materials for different purposes.

Points to note while teaching:

 Students should not be made to think that a particular material is ‘best’ or the ‘only’ choice for a certain object. The important thing is to back up the
choice of material for a particular object, with relevant and logical reasoning.

Lesson component Content Resources required

Starters/Triggers Class activity
You may start by asking your students to collect five objects around them made from different
 Textbook
materials. Then ask them to answer the list of questions found on page 61.
* Approximately 15 minutes given for this activity.
OR
Class discussion (found in Science Bites, page 61)
You may want to have the students discuss in groups, what they would use to build their nest if
they were birds.
* Approximately 10 minutes given for this discussion.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
Page 8 of 9
 [Lower Secondary Science] – Classification of Materials

Concept Powerpoint presentation, textbook and questions from the workbook.

Development
 Powerpoint slides
1. Students should know how the knowledge of physical properties of materials will help them in
 Textbook, Workbook,
choosing an appropriate material for a particular object.  Inquiry Worksheets
2. It is important to understand the evaluation process for choosing a certain material for a certain – Car and Space Shuttle
(Mini research)
object.
3. Students should learn to present their case for choosing the right material.

Other initiatives National Education/Related Websites

 Internet
 For an interesting account of how a room can be filled with furniture made entirely of carboard,
visit:
http://www.rm116.com/2005/08/fedex_furniture.html

Review Questions  Allow students to attempt the questions on their own.  Textbook
 Explain the challenging questions in this section.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
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