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Science lesson plan · 2nd grade (Year 3 in England) · 30 minutes

What happens when we heat it?

States of matter

CCSS NGSS.2-PS1-4England: KS1 Y2 Uses of everyday materialsEngland: KS2 Y4 States of matter

Objective and success criteria

Students will: What happens when we heat it?.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Heating and cooling: can the change be undone?

Leads to: Ice melting race: compare melting times

Materials: Ice, water and a kettle (teacher demo), Particle diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Heating and cooling: can the change be undone?). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Can this change be undone: an ice lolly (popsicle) melting? (can change back / cannot change back) → can change backPrompt: Could you get the starting material back by warming it or cooling it?
  2. Three of these changes CANNOT be undone. Which one is different? (frying an egg / popping popcorn / toasting bread / butter softening in a warm kitchen) → butter softening in a warm kitchenPrompt: Think about melting and freezing versus cooking and burning.
  3. Clay is shaped into a pot and baked in a very hot kiln. Can it go back to soft clay if you add water? (Yes, if you shake it. / Yes, straight away. / No, firing changes it for good. / Yes, if you put it in the freezer.) → No, firing changes it for good.Prompt: Bricks and mugs are fired clay. Do they go soft in the rain?

Hook · 3 min

  • Show an ice cube melting and a kettle steaming and ask what is the same and what is different.
  • Share the objective: What happens when we heat it?. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: What happens when you heat this: butter in a hot pan?
  • Step 1: So the answer is: melts into a liquid
  • Answer: melts into a liquid
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. What happens when you heat this: water in a kettle? (turns brown and crunchy / boils and turns to steam / burst open and puff up / melts into a liquid) → boils and turns to steamPrompt: Picture it cooking or warming in the kitchen.
  2. Steam rises from a boiling pot of pasta. What is the steam? (melted metal / air that turned white / water that has turned into a gas / smoke from burning pasta) → water that has turned into a gasPrompt: What liquid is in the pot?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. True or false? Heating can melt some solids. (True / False) → TruePrompt: Some heated things melt, some cook. Can they change back?
  2. Why do cooks put butter in a warm pan before frying? (Butter cools the pan. / Heat melts the solid butter so it can spread over the pan. / Heat turns butter into ice. / Butter turns into a gas straight away.) → Heat melts the solid butter so it can spread over the pan.Prompt: What does heat do to many solids?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Heating and cooling: can the change be undone?.
  • Use concrete materials: ice, water and a kettle (teacher demo).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Ice melting race: compare melting times.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-2.

Free lesson plan from eurekami.com/lesson-plan-builder

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What happens when we heat it?

Name

Date

Score/ 6

  1. Question 1

    Steam rises from a boiling pot of pasta. What is the steam?

    • A. water that has turned into a gas
    • B. melted metal
    • C. air that turned white
    • D. smoke from burning pasta

  2. Question 2

    True or false? Heating can cook food and change it for good.

    • A. True
    • B. False

  3. Question 3

    What happens when you heat this: cake batter in the oven?

    • A. boils and turns to steam
    • B. turns white and firm
    • C. rises and becomes a spongy solid
    • D. turns brown and crunchy

  4. Question 4

    A clay model is soft. How can you make it hard and strong for good?

    • A. Put it in the fridge.
    • B. Leave it in water.
    • C. Bake (fire) it in a kiln.
    • D. Squash it.

  5. Question 5

    True or false? Heated water turns into ice.

    • A. True
    • B. False

  6. Question 6

    What happens when you heat this: butter in a hot pan?

    • A. turns white and firm
    • B. melts into a liquid
    • C. turns brown and crunchy
    • D. burst open and puff up

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Answer key: What happens when we heat it?

  1. 1. A. water that has turned into a gas

  2. 2. A. True

  3. 3. C. rises and becomes a spongy solid

  4. 4. C. Bake (fire) it in a kiln.

  5. 5. B. False

  6. 6. B. melts into a liquid