Investigating Icebergs

Curriculum Links

Subject: Science
Age Group: Year 1 (Ages 5-6)
UK National Curriculum Area:

• Everyday Materials: Identify and compare the suitability of a variety of everyday materials.
• Working Scientifically: Observing closely, using simple equipment; performing simple tests; using observations to suggest answers to questions.

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Lesson Objectives

• Understand what icebergs are and how they behave in water.
• Conduct a simple experiment to observe how icebergs float.
• Develop curiosity and questioning skills through hands-on investigation.

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Key Vocabulary

• Iceberg
• Float
• Sink
• Water
• Frozen
• Melt
• Experiment

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Resources

• Clear plastic containers (one per group)
• Water
• Ice cubes (pre-frozen, some with small objects inside)
• Blue food colouring (optional, to simulate the ocean)
• Small toy figures (to act as "people" on an iceberg)
• Towels for spills
• Worksheets (for drawing and recording observations)

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Lesson Structure

1. Introduction – The Mystery of Icebergs (5 minutes)

Engagement Activity:

• Show a picture of an iceberg and ask:
  • "What do you think this is?"
  • "Where do we find icebergs?"
  • "Do you think they float or sink?"
• Explain that an iceberg is a large piece of ice floating in the sea. Most of it is hidden under the water!

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2. Experiment – Floating Icebergs (15 minutes)

Step 1: Setting Up the Experiment (5 minutes)

• Divide students into small groups (2-3 per group).
• Give each group a clear plastic container filled with water (coloured blue if using food colouring).
• Hand out an ice cube to each group.

Step 2: Predicting (2 minutes)

• Ask: "What do you think will happen when we place the ice cube in the water?"
• Encourage students to share their ideas before testing.

Step 3: Testing – Observing Icebergs (5 minutes)

• Have each group gently place their ice cube into the water.
• Ask: "Can you see all of the iceberg? Or is some of it under the water?"
• Students observe how most of the ice cube stays beneath the surface, just like a real iceberg!

Step 4: Extra Challenge (3 minutes)

• Place a small toy figure on top of the ice cube. Ask: "Does it balance? Why or why not?"
• Explain how icebergs can be unstable and why they sometimes tip over.
• Show ice cubes with small objects frozen inside and discuss how things get trapped in icebergs.

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3. Discussion and Reflection (5 minutes)

• Ask students:
  • "What did we learn about icebergs?"
  • "Why do you think ice floats?"
  • "What do you think happens when an iceberg melts?"
• Give students a worksheet to draw what they observed and describe what happened.

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Assessment Opportunities

• Listening to student predictions and observations.
• Checking drawings and descriptions for understanding.
• Asking follow-up questions about icebergs and floating.

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Differentiation

• For support: Work in pairs with extra teacher guidance and sentence starters for observations.
• For challenge: Ask students to think about what happens if an iceberg melts completely. How would that affect the ocean and animals?

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Plenary – The Big Reveal (5 minutes)

• Show an image of the Titanic and explain why icebergs can be dangerous to ships.
• End with a "Did You Know?" fact: 90% of an iceberg is underwater – we can only see the top!
• Ask each student to share one thing they learned today.

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Teacher Notes

• Preparation: Freeze ice cubes the night before, some with small objects inside for extra curiosity.
• Safety: Be mindful of spills—keep towels nearby.
• Extension Idea: Leave an ice cube out and observe how it melts throughout the day.

This lesson brings science to life with a hands-on experiment, encouraging curiosity and scientific thinking at an early age! 🚢🧊