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Science lesson plan · 2nd grade (Year 3 in England) · 45 minutes

Ice melting race: compare melting times

States of matter

CCSS NGSS.2-PS1-4CCSS NGSS.K-PS3-1CCSS NGSS.SEP 4England: KS2 Y4 States of matterEngland: KS1 Working scientifically

Objective and success criteria

Students will: Ice melting race: compare melting times.

  • 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: What happens when we heat it?

Leads to: the next skill in this area.

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 · 5 min

  • Quick retrieval from earlier learning (What happens when we heat it?). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What happens when you heat this: cake batter in the oven? (turns brown and crunchy / burst open and puff up / melts into a liquid / rises and becomes a spongy solid) → rises and becomes a spongy solidPrompt: Picture it cooking or warming in the kitchen.
  2. Why should you never leave a chocolate bar on a sunny car seat? (It will disappear. / It will freeze. / The heat will melt it. / It will turn into a cake.) → The heat will melt it.Prompt: How warm does a car get in the sun?
  3. True or false? Toast can be turned back into bread by cooling it. (True / False) → FalsePrompt: Some heated things melt, some cook. Can they change back?

Hook · 5 min

  • Show an ice cube melting and a kettle steaming and ask what is the same and what is different.
  • Share the objective: Ice melting race: compare melting times. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: How could you keep an ice cube frozen longest on a picnic?
  • Step 1: Shade, insulation and a cool box all slow the warming.
  • Step 2: So the answer is: Wrap it in a cloth and keep it in a cool box in the shade.
  • Answer: Wrap it in a cloth and keep it in a cool box in the shade.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 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. In the ice race, why must every ice cube be the same size? (Because big ice cubes never melt. / It does not matter at all. / So they look nice in a row. / So the only difference is the place, making it a fair test.) → So the only difference is the place, making it a fair test.Prompt: What if one cube was twice as big?
  2. Glaciers around the world are melting faster than they did 50 years ago. What does the ice race help explain? (Glaciers are made of wax. / Ice melts faster in the cold. / Warmer surroundings make ice melt faster. / Ice melts only at night.) → Warmer surroundings make ice melt faster.Prompt: Earth's average temperature has been rising.

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. What pattern do the ice race results show? (The warmer the place, the faster the ice melts. / Ice melts at the same speed everywhere. / Ice never melts in sunlight. / The colder the place, the faster the ice melts.) → The warmer the place, the faster the ice melts.Prompt: Compare the sunny windowsill and the fridge.
  2. In the ice race, why must every ice cube be the same size? (So they look nice in a row. / Because big ice cubes never melt. / It does not matter at all. / So the only difference is the place, making it a fair test.) → So the only difference is the place, making it a fair test.Prompt: What if one cube was twice as big?

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: What happens when we heat it?.
  • 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

  • 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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Ice melting race: compare melting times

Name

Date

Score/ 8

  1. Question 1

    Four ice cubes of the same size were put in different places. The chart shows how many minutes each took to melt. Where did the ice last LONGEST?

    Minutes to melt02040608010012014016018018sunny windowsill31classroom table48shady porch164fridge
    • A. sunny windowsill
    • B. classroom table
    • C. shady porch
    • D. fridge

  2. Question 2

    How many minutes longer did the ice take to melt on the shady porch than on the classroom table?

    Minutes to melt02040608010012014016016sunny windowsill29classroom table42shady porch159fridge

    Answermin

  3. Question 3

    What pattern do the ice race results show?

    • A. Ice never melts in sunlight.
    • B. Ice melts at the same speed everywhere.
    • C. The warmer the place, the faster the ice melts.
    • D. The colder the place, the faster the ice melts.

  4. Question 4

    In the ice race, why must every ice cube be the same size?

    • A. It does not matter at all.
    • B. Because big ice cubes never melt.
    • C. So the only difference is the place, making it a fair test.
    • D. So they look nice in a row.

  5. Question 5

    Four ice cubes of the same size were put in different places. The chart shows how many minutes each took to melt. Where did the ice melt FASTEST?

    Minutes to melt02040608010012017sunny windowsill27classroom table43shady porch120fridge
    • A. sunny windowsill
    • B. classroom table
    • C. shady porch
    • D. fridge

  6. Question 6

    How many minutes longer did the ice take to melt on the classroom table than on the sunny windowsill?

    Minutes to melt02040608010012014019sunny windowsill39classroom table64shady porch130fridge

    Answermin

  7. Question 7

    How could you keep an ice cube frozen longest on a picnic?

    • A. Put it on a dark plate in the sun.
    • B. Hold it in your warm hand.
    • C. Wrap it in a cloth and keep it in a cool box in the shade.
    • D. Put it on a hot rock.

  8. Question 8

    How many minutes longer did the ice take to melt on the shady porch than on the sunny windowsill?

    Minutes to melt02040608010012010sunny windowsill20classroom table32shady porch113fridge

    Answermin

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Answer key: Ice melting race: compare melting times

  1. 1. D. fridge

  2. 2. 13 min

  3. 3. C. The warmer the place, the faster the ice melts.

  4. 4. C. So the only difference is the place, making it a fair test.

  5. 5. A. sunny windowsill

  6. 6. 20 min

  7. 7. C. Wrap it in a cloth and keep it in a cool box in the shade.

  8. 8. 22 min