Classification of Materials · SHS2 Manufacturing…

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.1 - Group materials as metals, ceramics and polymers based on their chemical properties.

By the end of the lesson, learners can:

Collect and identify at least five different materials from their community and state which of the three families (metals, ceramics, polymers) each belongs to.
Describe the chemical properties of composition, microstructure and corrosion resistance for metals, ceramics and polymers in their own words.
Group a given list of at least ten materials into metals, ceramics and polymers using their chemical properties as the basis for grouping.
Explain, with at least one example each, how the chemical properties of a metal, a ceramic and a polymer influence the way the material is processed and used.
Discuss at least two considerations a manufacturer must make when processing a metal for use in a specific environment, such as a coastal town or a food-processing plant.

This lesson opens the sub-strand on classification of materials. It focuses on grouping materials by their chemical properties only. Detailed study of reactivity, flammability and toxicity is scheduled for Week 2, structure for Week 3, and processing and synthesis methods for later weeks. This lesson stops at grouping materials and relating chemical properties to use, so do not teach those later topics in depth.

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Curriculum details

Strand: Manufacturing Materials and Technologies (Strand 1)
Sub-strand: Classification of Materials (1.1)
Content standard: 2.1.1.CS.1 - Demonstrate knowledge and understanding of chemical properties and structure of materials. 2.1.1.LO.1 Classify materials as metals, ceramics and polymers based on their chemical properties, structure, synthesis and processing methods. 3 Gender Equality and Social Inclusion 4 Socio-Emotional Learning
Indicator: 2.1.1.LI.1 - Group materials as metals, ceramics and polymers based on their chemical properties.
Suggested placement: Semester 1, Week 1 (Week 1 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 52

Exemplars (from the NaCCA curriculum)

Explorative Learning: Let learners go round their community and bring to the classroom, different materials available in their communities.
- Collaborative Learning: Learners
- Learners in mixed ability groups identify and group materials into metals and non-metals (such thinking and reasoning as polymers and ceramic materials). think-pair share and write the chemical properties (composition, microstructure and corrosion resistance) that distinguish metals from non-metals and relate these properties to their processing and use.
- Learners mention any considerations to be made when processing metals for use in a specific environment due to their chemical properties.
Teaching and Learning Materials:
- Textbooks
- Educational tour around the community
- Library
- Audio-visuals
- ICT equipment
Assessment (2.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Extended critical Level