Lesson Plan: Metals and Non-Metals Lessons 1 - 7

1. Lesson Plan Information

Name: Topic: Metals and Non-Metals – Properties of
Metals and Non-metals

Grade: 5 Date started: ended:

Subject: Natural Sciences Time: 4 Hours

2. CAPS target
Aim (Directly from The CAPS Curriculum):

• Investigating, comparing and recording properties of metals and non-metals, investigating how to make dull
metals shiny again.

3. Content
What do I want the learners to know and/or be able to do?

Learners must learn the definitions of important properties – malleable, ductile, magnetic, etc

Learners must be able to understand how the different properties of metals and non-metals make them
useful for different purposes.

Learners look at how to make dull metals shiny again.

Learners investigate the appearance of rust on metals.

4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Informal assessment, peer marking, verbal feedback.

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 Lesson Plan: Metals and Non-Metals Lessons 1 - 7

5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
Learners must know that different items are made up off different materials.
Learners must have knowledge of how metals are mined in SA (Social Science)

(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners?

Theoretical Knowledge is consolidated with practical examples

B. Learning Environment
Learners are to be seated at desks. These can be arranged as single, double or grouped desks. Practical
Investigations can happen individually, in groups or as a demonstration by teacher based on the resources
available.

C. Resources/Materials
What do you need for this lesson?

• Making Dull Metals Shiny Again Investigation Sheet, three 10 cent coins (make sure that they are slightly
worn and dull looking), three clear glasses/containers, water, vinegar, a cola flavoured carbonated soda
drink, rubber gloves.

• Twinkl Metals and Non-metals Matching Cards,

• Metal and Non-Metal Items to compare

• Metals and Non-metals – usefulness worksheet.

• Twinkl Scientific Method Display Poster

• Properties of metals and non-metals revision test

6. Teaching/Learning Strategies
Lesson One:
Greet learners and let them know that this term the class will be looking at metals. We will discover the
differences between metals and non-metals as well as the advantage and disadvantages of metals. We will
also look at what metals are used for.

The first lesson will involve an experiment. The results of the experiment will take some time and because of
this we will start them in lesson one and analyse the results in lesson six.

Have learners complete an investigation on making dull metals shiny again. They complete the Twinkl
Investigation Sheet. Hand out investigation sheet and discuss the notes on different ways metals can be
cleaned and why these methods are successful.

Revise the concept of a hypothesis (a prediction as to what you think is going to happen). Allow them to
write down their hypothesis as to which liquid will best clean the coin.

Discuss how South African coins are coated (plated) with other metals. 10c, 20c and 50c coins are steel,
plated with bronze while R1, R2 and the older R5 coins are copper plated with nickel. We can take an item
made from one type of metal and coat it with a shinier, more expensive metal.

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 Lesson Plan: Metals and Non-Metals Lessons 1 - 7
The following questions can be discussed:

• What makes some metals more valuable than others?

• Does knowing how something is made affect the way in which we clean it?

• Does it matter whether or not something is expensive or does it only have to look expensive.

Place the coins in the respective liquids and set aside. The items will be checked after a period of 5 to 7
days.

Lesson Two:
Greet learners and inform them that today, you will be looking at the properties of different materials.
Ask learners to look around the classroom and identify some of the objects around them. Ask them to
particularly look at items made of more than one material – e.g. the table, pencils, bags with zippers, books
with plastic covers and so forth.

List these items on the board and discuss why each material is chosen for that item. Discuss things like a
tabletop being wooden and the legs/frame being steel – why has it been made like this?

Rulers are good items to discuss as some are rigid while others are flexible, some are transparent while
others are opaque.

Use the Twinkl Metals and Non-Metals matching cards to introduce learners to key differences between
metals and non-metals. These cards can be pasted on the board as a class activity, or a set given to
different groups.

Have the learners note down the definitions of each of the properties in their books under the heading
“Properties of Materials”.

1.1 Can be drawn into thin wires: ductile

1.2 Goes from a solid to a liquid under high temperatures: high melting point

1.3 Able to be hammered and shaped: malleable

1.4 Firm and resistant to pressure: hard

1.5 Reflects light: shiny

You can also explain their properties in terms of being able to transfer heat (conductivity) and to have
magnetic properties.

Have learners note down that non-metals do not have the following properties:

They are not malleable, they are not ductile, nor are they shiny, or conduct heat.

Explain to learners that non-metals can be divided into man made items called polymers (rubber, plastics,
fabrics) while natural non-metals include organic fabrics like cotton and leather as well as ceramics which
have their basis in clay and sand. Ceramics include pottery and glass.

Have learners discuss the properties of these various items and ask them to make a collage of items that
are metal, ceramics and polymers as homework. They may print, draw or cut pictures out of a magazine.

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 Lesson Plan: Metals and Non-Metals Lessons 1 - 7

Lesson Three:
Have learners look at practical examples of the differences between metals and non-metals. Items that can
be used include wire, chalk, stone, coins, plastic, sand and metal cutlery, glass and ceramic items.

Use these items to examine the differences between metals and non-metals. It may be better for the
teacher to demonstrate properties as some items can shatter if dropped. It is up to the teacher to decide
whether to demonstrate these items practically or in theory. Ensure that protective gear is worn (especially
gloves and goggles) and that any small fragments of glass and/or ceramics are safely disposed of.

Discussion points:

Look at the how the metallic objects have been shaped. Is it possible to shape the non-metallic items in this
way?

Which items will shatter or break if dropped? How much force will it take to do so?

Which items will melt? What kind of temperature is needed for that to happen?

Where do the materials come from? Are they man made or natural?

Ask learners to create a brochure explaining the differences between metals and non-metals. They need to
include some key properties and definitions as well as draw pictures of items they looked at today.

Lesson Four:
Welcome learners to class and have a brief recap of the last lesson regarding metals and non-metals. Have
learners look at how metals and non-metals can be combined to create useful and important items. We
can use a car as an example of how items made of a combination of metals and non-metals. Hand out the
worksheet on practical applications of metal and non-metals and ask them to label the various parts of the
item and note what material each component is made of.

Explain that in today’s lesson you will look at the advantages and disadvantages of metals.

Divide learners into groups. Each group is to take one property of metals and discuss the advantages and
disadvantages of each. For example, metals conduct heat easily which makes them good for cooking, it
does however mean that metals are hot to the touch.

Have the groups present their thoughts to the class and note key aspects on the board.

From the information that learners have generated, create a table entitled: Advantages and Disadvantages
of Metals. Learners are to copy the table into their books.

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 Lesson Plan: Metals and Non-Metals Lessons 1 - 7

Lesson Five:
Welcome learners to class and tell them that they will soon be ready to look at the results of their
experiments set up at the start of term. Remind them that we have already looked at the concept of a
hypothesis and today we are going to look at the other steps in conducting experiments. We call this the
scientific method. Use the Twinkl Scientific Method Display Poster as well as the Scientific Method Scenario
Cards to help explain these concepts.

The Scientific Method involves making an observation and asking questions regarding how, what, where or
why something is happening.

Write down one question that you want to find an answer to and make a predication as to what you think the
answer to that could be. This predication does not have to be correct. Your idea will be proved or disproved
– this is not a bad thing!

The investigation is planned – think of what you need and what method you will follow. Remember that
some areas of the investigation will remain the same – you only change the variable you want to test.

The investigation is conducted, and observations are recorded as data. From this we determine whether
your hypothesis is correct or incorrect.

Make sure you evaluate your investigation and consider what worked and what didn’t.

Lesson Six:
Learners examine results of the first investigation. They look at the changes in each item and compare it to
their hypothesis.

Ask them if the knowledge they have learnt has shed light on why the results are the way they are. Do they
have any further questions that have been sparked?

Lesson Seven:
Learners complete Properties of Metals revision worksheet to check their understanding of content thus far.

7. My Reflections on the Lesson

What do I need to do to become more effective as a teacher in supporting student learning? What worked
what didn’t work? How can I improve next time I present this lesson?

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