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Australian primary science · Years 3–4 · Lesson 3 of 3
Heat it, cool it
Inquiry question: What happens to materials when we heat or cool them?
Marked no materials needed
Observing
What students learn
Heating and cooling can change materials. Some melt with a little heat; others need a lot. Water can be a solid, a liquid or a gas.
Success criteria
- I can say what happens when ice is heated.
- I can compare how easily materials melt.
- I can use the words solid, liquid and gas.
Preparation and materials
Before this lesson: Students know materials have properties.
- iPads with Bottlebrush Education open (nothing else needed) — 13 (one per pair)
- Projector or big screen — 1
Teacher setup
- Open Materials & chemistry › Lab › Heat it, cool it on your screen to demonstrate.
- Check the iPads are charged.
Safety and adaptations
Follow school science and equipment risk assessment procedures for the materials used.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Pairs use Heat it, cool it to see water as a solid, liquid and gas.
- Then use Melt-o-meter: find a material that melts in a warm hand and one still solid in the oven.
- Record each material, what you did and the result.
- Sort materials from easiest to hardest to melt. Read the melting temperature in the feedback.
Teacher modelling prompt
On the big screen, add heat to the ice in Heat it, cool it. Think aloud at each step: “Solid ice… now it’s flowing, so it’s a liquid… now water vapour, a gas.”
Record and explain evidence
Recording question: What happens to materials when we heat or cool them?
| Material | What we did | Result (solid, liquid, gas or something new) |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Who is right? What did the simulation show?
Check understanding
What should pupils know? What happens to ice when it is heated?
Explain with evidence: Why does chocolate melt in your hand but metal does not?
Apply the idea: Why is a candle made of wax and not chocolate?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.