Exploring Ice Play

Overview

A 60-minute hands-on, play-based science session designed for Year 1 students. Children will explore the properties of ice through sensory activities and simple experiments. This lesson adheres closely to the Curriculum for Excellence Early Level Experiences and Outcomes, fostering curiosity and scientific thinking in a playful environment.

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Curriculum for Excellence Links

Experiences and Outcomes (Early Level – Science: Planet Earth)

• TCH 0-01a: I explore and play with an increasing range of materials, tools and technologies.
• SOC 0-06a: I have observed features of the natural world and objects within it, using my senses and simple equipment.
• EXA 0-03a: I can use my imagination to create my own ideas and stories in response to experiences and stimuli.

Organisers and benchmarks:

• Properties of materials
• Changes in materials through cooling and heating
• Observing and recording simple changes

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Learning Intentions

By the end of this session, pupils will:

• Understand that ice is water in a solid form (linked to TCH 0-01a).
• Observe and describe physical properties of ice: cold, hard, smooth, slippery (linked to SOC 0-06a).
• Recognise that ice melts when warmed by their hands or room temperature (linked to SOC 0-06a).
• Explore ice safely and express observations creatively (linked to EXA 0-03a).

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Success Criteria

Pupils can:

• Describe at least two properties of ice using simple vocabulary.
• Explain what happens to ice when it is held or left at room temperature.
• Participate actively in play-based explorations with ice.
• Use drawings or simple verbal descriptions to share their observations.

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Resources Needed

• Ice cubes (plain water ice and coloured ice—made in advance with food colouring)
• Large shallow trays or containers
• Small plastic tweezers or tongs
• Salt (in small containers)
• Bowls of warm water
• Magnifying glasses (child-safe)
• Paper and crayons or coloured pencils
• Aprons or waterproof coverings
• Towels or cloths for spills

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Lesson Structure

1. Introduction and Engagement (10 minutes)

• Gather pupils in a circle and show them an ice cube.
• Ask “What is this?” and “What do you think will happen if we hold it?”
• Introduce the word ‘ice’ and explain it is frozen water.
• Briefly demonstrate how ice feels (cold, hard) and invite pupils to hypothesise what might happen when ice warms up.

2. Exploration Stations (30 minutes)

Set up four exploration stations for small groups of 5 pupils each. Rotate groups every 7-8 minutes.

Station 1: Ice Touch and Describe

• Pupils handle plain ice cubes; use magnifying glasses to look closely.
• Prompt with questions: "How does it feel? Can you describe the shape and colour? Is it heavy or light?"
• Encourage describing words: cold, hard, smooth, slippery.

Station 2: Ice and Salt Experiment

• Pupils sprinkle salt on ice cubes and observe changes.
• Teacher explains simply that salt makes ice melt faster.
• Encourage pupils to notice if the ice feels different or changes shape.

Station 3: Colourful Ice Play

• Pupils explore coloured ice cubes, observing melting and colour mixing on trays.
• Invite predictions: “What do you think will happen when the colours mix?”
• They can use small tongs to hold ice or watch it melt independently.

Station 4: Ice in Warm Water

• Pupils place ice cubes into bowls of warm water and watch what happens.
• Teacher highlights that warmth makes ice melt into water.
• Encourage pupils to verbalise or draw what happens.

3. Group Sharing and Discussion (10 minutes)

• Bring class together and invite each group to share something they noticed or learned.
• Use a simple chart to record observations: words describing ice, changes seen.
• Reinforce concepts of ice being frozen water and melting through warmth.

4. Creative Response (10 minutes)

• Pupils draw or paint what they saw during their ice exploration.
• Ask them to include one word or sentence describing ice or what happened.
• Celebrate all work by displaying drawings around the classroom as a science wall.

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Assessment and Reflection

• Ongoing formative assessment through observation and questioning during stations.
• Check understanding: Can children describe ice properties and melting?
• Observe children's ability to take turns, communicate ideas, and manipulate materials safely.
• Use creative drawings to assess recall of experiences and vocabulary.

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Safety and Inclusion Notes

• Ensure ice play is supervised to prevent slips or ingestion of ice.
• Use child-safe materials and explain safe handling of ice and salt.
• Offer differentiated support: pictures or word cards for pupils needing language help.
• Encourage all children to participate according to their comfort level.

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Extension Ideas

• After this session, encourage a nature walk to find other forms of water in the environment (rain, dew, puddles).
• Set up a “weather and seasons” corner linking ice and frost to cold weather conditions.
• Use digital cameras or tablets for pupils to record ice melting time-lapse, integrating simple technology use (linked to early computing skills).

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This lesson plan utilises hands-on play and sensory learning to engage Year 1 pupils directly with scientific concepts of states of matter, aligned with Curriculum for Excellence outcomes. By making science active and imaginative, pupils develop foundational scientific skills and vocabulary in an inclusive and playful way.