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: cake batter in the oven? (melts into a liquid / rises and becomes a spongy solid / turns white and firm / burst open and puff up) → rises and becomes a spongy solidPrompt: Picture it cooking or warming in the kitchen.
- Steam rises from a boiling pot of pasta. What is the steam? (melted metal / water that has turned into a gas / smoke from burning pasta / air that turned white) → water that has turned into a gasPrompt: What liquid is in the pot?
- True or false? Heating can melt some solids. (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.
- 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 the only difference is the place, making it a fair test. / So they look nice in a row.) → So the only difference is the place, making it a fair test.Prompt: What if one cube was twice as big?
- How could you keep an ice cube frozen longest on a picnic? (Wrap it in a cloth and keep it in a cool box in the shade. / Put it on a hot rock. / Hold it in your warm hand. / Put it on a dark plate in the sun.) → Wrap it in a cloth and keep it in a cool box in the shade.Prompt: What slows down heat getting to the ice?
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.
- How could you keep an ice cube frozen longest on a picnic? (Put it on a dark plate in the sun. / Hold it in your warm hand. / Put it on a hot rock. / Wrap it in a cloth and keep it in a cool box in the shade.) → Wrap it in a cloth and keep it in a cool box in the shade.Prompt: What slows down heat getting to the ice?
- In the ice race, why must every ice cube be the same size? (It does not matter at all. / So the only difference is the place, making it a fair test. / So they look nice in a row. / Because big ice cubes never melt.) → 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