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

What happens when we cool 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 cool 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: 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 (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: butter softening in a warm kitchen? (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 CAN be undone. Which one is different? (butter softening in a warm kitchen / chocolate melting in a warm hand / toasting bread / an ice lolly (popsicle) melting) → toasting breadPrompt: 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. / Yes, if you put it in the freezer. / No, firing changes it for good.) → No, firing changes it for good.Prompt: Bricks and mugs are fired clay. Do they go soft in the rain?

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: What happens when we cool it?. 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: What happens when this cools down: hot candle wax left to cool?
  • Step 1: So the answer is: turns back into solid wax
  • Answer: turns back into solid wax
  • 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. What happens when this cools down: hot candle wax left to cool? (sets hard again / freezes into ice / becomes an ice lolly (popsicle) / turns back into solid wax) → turns back into solid waxPrompt: Cooling often turns liquids into solids, and gases into liquids.
  2. Why do ponds freeze on cold winter nights? (The Moon cools the water. / The water cools below 0 °C and turns to ice. / The fish make ice. / Snow falls into the pond and makes it solid all the way down.) → The water cools below 0 °C and turns to ice.Prompt: At what temperature does water freeze?

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. True or false? Steam turns back into water when it touches something cold. (True / False) → TruePrompt: Cooling usually turns gases to liquids and liquids to solids.
  2. What happens when this cools down: melted chocolate in the fridge? (freezes into ice / turns into water droplets / sets into a wobbly solid / sets hard again) → sets hard againPrompt: Cooling often turns liquids into solids, and gases into liquids.

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

  • 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 cool it?

Name

Date

Score/ 8

  1. Question 1

    A cold drink can has drops of water on the outside on a warm day. Where did they come from?

    • A. It rained on the can indoors.
    • B. The drink leaked through the metal.
    • C. The can is sweating like a person.
    • D. Water vapour in the air cooled on the can and turned into droplets.

  2. Question 2

    What happens when this cools down: water in the freezer?

    • A. turns back into solid wax
    • B. freezes into ice
    • C. sets hard again
    • D. turns into water droplets

  3. Question 3

    True or false? Cooling water below 0 °C turns it into ice.

    • A. True
    • B. False

  4. Question 4

    Why do ponds freeze on cold winter nights?

    • A. The Moon cools the water.
    • B. The water cools below 0 °C and turns to ice.
    • C. Snow falls into the pond and makes it solid all the way down.
    • D. The fish make ice.

  5. Question 5

    What happens when this cools down: hot candle wax left to cool?

    • A. freezes into ice
    • B. turns back into solid wax
    • C. sets hard again
    • D. becomes an ice lolly (popsicle)

  6. Question 6

    True or false? Melted chocolate sets hard again when it cools.

    • A. True
    • B. False

  7. Question 7

    What happens when this cools down: warm jelly mix in the fridge?

    • A. turns back into solid wax
    • B. sets into a wobbly solid
    • C. freezes into ice
    • D. sets hard again

  8. Question 8

    What happens when this cools down: fruit juice in a lolly mould in the freezer?

    • A. turns into water droplets
    • B. freezes into ice
    • C. turns back into solid wax
    • D. becomes an ice lolly (popsicle)

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Answer key: What happens when we cool it?

  1. 1. D. Water vapour in the air cooled on the can and turned into droplets.

  2. 2. B. freezes into ice

  3. 3. A. True

  4. 4. B. The water cools below 0 °C and turns to ice.

  5. 5. B. turns back into solid wax

  6. 6. A. True

  7. 7. B. sets into a wobbly solid

  8. 8. D. becomes an ice lolly (popsicle)