Year 1 Science Everyday Materials – Block 1EM – Marvellous Materials

Session 4: Frozen!
Science curriculum Content (1EM)
area (1EM): i. distinguish between an object and the material from which it is made
ii. identify and name a variety of everyday materials, including wood, plastic, glass, metal
iii. describe the simple physical properties of a variety of everyday materials
iv. compare and group together a variety of everyday materials on the basis of their simple physical
properties
Working Scientifically Working Scientifically (KS1 WS)
(KS1 WS) i) asking simple questions and recognising that they can be answered in different ways
- skills explored with guidance ii) observing closely, using simple equipment
iii) performing simple tests
iv) identifying and classifying
v) using their observations and ideas to suggest answers to questions
vi) gathering and recording data to help in answering questions
Teaching Objectives  Understand that water is a material and ice is water in a different state
 Observe a block of ice and consider how to change its state
 Devise an investigation to melt the ice quickly or slowly
 Make predictions about the outcome and test those predictions in the classroom
 Generate questions about ice and water and consider why it is useful for people to know how to
regulate the melting of ice
Key Vocabulary: water, ice, melts, frozen, observe, materials, properties
Resources Weblinks
Ice Rescue! resource, large blocks of ice with play figures trapped (water frozen in
bowls), trays, clipboards, paper, pencils, cameras/recording devices, a selection of
materials (bubble wrap, tin foil, paper, felt, plastic, etc.)
Before the session: Freeze Lego™ or small world characters in water in bowls and place on trays on the tables in the classroom. Keep
a few blocks spare.
Whole class: In a similar way to the last session, encourage the chn to come into the classroom quietly, whispering to them about
the blocks of ice on the tables. Focus their attention on the play figures frozen into the ice blocks and ask: How are we going to
release the figures? How can we do this without hitting the ice and breaking it? Encourage the chn to explore their ideas together
and listen to what they have to say in order to assess their understanding of ice and how to change its state. Remind them of the
particles role play from the previous session and that they are going to have to find a way of warming up the particles so they move
around more (so that the ice melts into water). Show them the materials you have available for them to use in their investigation.
Tell them that they can't take their block of ice off the tray but they can move the tray with the ice still on it.
Activities: Ask the chn to work in small groups on this investigation, starting by photographing the play figure inside the ice, or
video recording and speaking to camera about how they intend to release it. Give them the resource sheet to help them plan their
investigation and document their thoughts. Encourage the chn to consider ways of warming the ice up. They may choose to do this
by wrapping it in a fabric or rubbing it with something. Alternatively, they may choose to move the tray to a warmer spot in the
classroom. When they have decided on their approach, remind them that they need to work in teams to observe together what
happens to the ice as they implement their ideas. Challenge the more able chn to keep the play figure trapped inside the ice for as
long as possible and to devise an investigation to explore ways of keeping their ice block from melting. Give the groups spare blocks
of ice in order to allow them to explore more than one idea and theory and to keep the session as exploratory as possible. There is a
challenge at the end of the resource sheet which gives opportunity for extended writing about what they have been investigating
and exploring. Allow some quiet time in the session, or another time, for all, or some, of the chn to have a go at this.
Plenary After their exploration, bring the chn together. Ask them if they were surprised by anything they have observed
during their investigating or if anything worked better or worse than they predicted. Ask them to think about
questions about ice or water they would ask a scientist. Ask: Why is it useful for people to know how to slow down or
speed up the melting of ice?
Outcomes Children will
 Understand that water is a material and ice is water in a different state
 Consider, predict and then explore ways of speeding up or slowing down the melting of ice

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
We refer you to our warning, at the foot of the block overview, about links to other websites.