Classification of Materials · SHS2 Manufacturing…

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.3 - Classify materials based on their structure.

By the end of the lesson, learners can:

Define crystalline and amorphous materials in their own words based on the arrangement of atoms or molecules.
Differentiate between crystalline solids and amorphous materials using at least three structural characteristics (e.g., orderly vs random arrangement, melting behaviour, shape).
Classify given materials (salt, glass, diamond, plastic, sugar, wax, iron, rubber) as either crystalline or amorphous, giving a reason for each choice.
Draw a simple labelled diagram showing the atomic arrangement in a crystalline solid and an amorphous material.
Present group findings on crystalline and amorphous materials clearly to the class, responding respectfully to questions.

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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.3 - Classify materials based on their tructure.
Suggested placement: Semester 1, Week 3 (Week 3 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)

Collaborative Learning: Put learners into mixed-ability groups and let them visit the library and read on crystalline and amorphous materials. Learners think-pair-share and explain the
difference between crystalline solids and amorphous materials based on their structure and present their results to the class.
Teaching and Learning Materials:
- Textbooks
- Educational tour around the community
- Library
- Audio-visuals
- ICT equipment
Assessment (2.1.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.