Why is texture useful?

Hannah Myers
Grade 2: Lesson 6 of 7

NGSS targets:
DCI: Analyze data obtained from testing different materials to determine which materials have
2-PS1-2 the properties that are best suited for an intended purpose.* [Clarification Statement:
Examples of properties could include, strength, flexibility, hardness, texture, and
absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited
to length.]

CCC: Cause and Effect

Simple tests can be designed to gather evidence to support or refute student ideas about
causes.
Influence of Engineering, Technology, and Science, on Society and the Natural World
Every human-made product is designed by applying some knowledge of the natural world
and is built using materials derived from the natural world.

SEP: Analyzing and Interpreting Data

Analyzing data in K2 builds on prior experiences and progresses to collecting, recording, and sharing
observations.
Analyze data from tests of an object or tool to determine if it works as intended.

Student Learning Objectives

1. Students will define what texture is in a scientific setting, and what different possible
facets of it include (soft, rough, bumpy, smooth, etc.).
2. Students will investigate various instances of texture in nature and determine which
textures are suitable for which needs.

Engage
Welcome the class to the activity and ask them all to settle down, because theyre going to need
some extra good listening skills today. Class! Im so glad youre here! Can anybody remind me
what some things that scientists do are? Children should be able to say activities like observing,
predicting, exploring, researching, etc. Those are all great answers! Today, our first step is going
to be investigators. I have a very special mission for all of you. We are going to be texture
investigators, and we are going to figure out what texture is and why it is important. Next, lead
the students outside to the playground/field that is available for day use. Ask the students to find
objects in nature with different textures, but emphasize that they should not harm any living
things. For example, if they want to use a petal as something soft, they need to find a petal that is
already on the ground and not attached to a growing flower. After about 10 minutes or so, have
the class regroup to explore what their findings together.

Explore
1. Once the class is corralled once again, ask them share their findings. What kinds of
materials did they find? What kind of textures do they have?
2. Ask someone to remind you what texture was from the classification lesson way back at
the beginning of this unit. Since the students understood texture as the physical feel of
something, the goal of this lesson is to solidify how texture can be used in nature and the
man-made world.
3. Ask if students think that they can tell what texture something is just by looking at it. Some
will say yes, some will probably say no.

Explain
1. Show students a slab of sandpaper and a picture of sandpaper. Ask, What texture do
these have? Most students will say, Sandpaper is rough! or something to that ilk. Then,
pass the photo and actual sandpaper around. Is the photo rough, or did it simply look
rough?
2. Texture can only be observed by physically touching something. Even if we think texture
can be seen visually, there is no way to know except by physically feeling it.
3. Explain how different textures are useful in nature. Why might tree bark be rough? Why
are leaves smooth? How come we can sometimes cut ourselves on grass? All of this has
to do with texture, which has a variety of purposes. Ask the class to think of something
not in nature that has texture that we can use (sandpaper, soccer cleats, mirrors, blankets,
etc.). Where did we get the idea to use texture to our advantage, do you think?

Elaborate
4. To transition, tell students, Okay, now I need you to take off your investigator hats and
put on your engineer caps. Can anyone remind me what an engineer is? Someone
should answer, Someone who fixes a problem. If not, guide them toward this answer.
Great! We are going to be flower engineers today.
5. Next, pass out copies of the worksheet attached to the end of this lesson of the blank
outline of a flower.
 6. Using a document camera, have the entire class label the basic structures of a flower
together (this should be review from life science) including the stem, petals, leaves, &
center (ovary, stamen, & style). Then, ask students to design those pieces of the flower
using texture using their table groups (3-5 students per group). Should the stem be
smooth or rough? Should the center be slimy or dry? Should the petals be fuzzy or
gooey? Tell students to think about their choices carefully because they will be explaining
them to the class.

Evaluate
Formative: Observe students in their table groups, listening for understanding and thought
behind the design process. Step in where needed.

Summative: Have students turn in their flower designs and listen to their presentations. Ask
questions where needed: why might it be useful for a stem to be smooth? Why might it be better
for the flower to have thorns? Look not for standard or correct answers but for evidence of
analytical thinking and reasoning behind the design process.