Science lesson plan · 2nd grade (Year 3 in England) · 60 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 · 6 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.
- What happens when you heat this: bread in a toaster? (turns white and firm / melts into a liquid / turns brown and crunchy / burst open and puff up) → turns brown and crunchyPrompt: Picture it cooking or warming in the kitchen.
- Why do cooks put butter in a warm pan before frying? (Butter cools the pan. / Butter turns into a gas straight away. / Heat turns butter into ice. / Heat melts the solid butter so it can spread over the pan.) → Heat melts the solid butter so it can spread over the pan.Prompt: What does heat do to many solids?
- True or false? Heating can cook food and change it for good. (True / False) → TruePrompt: Some heated things melt, some cook. Can they change back?
Hook · 6 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 · 12 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 · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What pattern do the ice race results show? (The colder the place, the faster the ice melts. / The warmer the place, the faster the ice melts. / Ice melts at the same speed everywhere. / Ice never melts in sunlight.) → The warmer the place, the faster the ice melts.Prompt: Compare the sunny windowsill and the fridge.
- 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 only at night. / Warmer surroundings make ice melt faster. / Ice melts faster in the cold.) → Warmer surroundings make ice melt faster.Prompt: Earth's average temperature has been rising.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Glaciers around the world are melting faster than they did 50 years ago. What does the ice race help explain? (Warmer surroundings make ice melt faster. / Glaciers are made of wax. / Ice melts faster in the cold. / Ice melts only at night.) → Warmer surroundings make ice melt faster.Prompt: Earth's average temperature has been rising.
- What pattern do the ice race results show? (Ice never melts in sunlight. / The colder the place, the faster the ice melts. / The warmer the place, the faster the ice melts. / Ice melts at the same speed everywhere.) → The warmer the place, the faster the ice melts.Prompt: Compare the sunny windowsill and the fridge.
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