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2026–27 • Labs & wellness

How Heat Moves Through Materials

Compare sealed ice melting on room-temperature metal and wood.

Classroom lesson: How Heat Moves Through Materials

Today I can…

compare evidence of heat transfer

Words to know

Words for this lesson

ICEWATERMETALWOODPOUCH

Follow along

What we will do

  1. 1

    Meet the surfaces

    Find the metal and wood surfaces without touching them.

  2. 2

    Make a prediction

    Choose SAME or DIFFERENT for how the ice might melt.

  3. 3

    Watch the start

    Look at the equal sealed ice samples at the start.

  4. 4

    Compare after waiting

    Compare the samples after the same waiting time.

  5. 5

    Find more melting

    Choose the pouch showing more liquid water, if either does.

  6. 6

    Check timed photos

    Compare the timed photographs from the prepared test.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

ICEWATERSAMEHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Smooth metal and wood panels; equal ice samples in identical sealed thin pouches; large tray; timer; timed photographs prepared before class; existing AAC. Teacher handles pouches; no direct ice contact.

Safety first

Keep learners seated at a shared display; offer observation without touch and AAC, gaze, gesture or speech. Honor NO, STOP and BREAK; allow wait time and follow individual vision, allergy, mouthing and supervision plans. Select support individually, never by age or House. Adults handle smooth panels and equal ice samples in identical sealed thin pouches within a stable tray. No direct ice contact, tasting, heaters, warm water or learner heat/cold exposure. Keep pouch type, sample size and timing alike. Heat moves from warmer surroundings toward colder ice; metal often transfers it faster. Use timed photos if the difference is unclear.

Follow each student's IEP, health, feeding, allergy, behavior, and mobility plans.

Individual learning objectives

Choose Level 1, 2 or 3 individually in either House group. A House is not an ability level. Watching, directing and communicating a boundary are valid participation.

Level 1

Select ICE or WATER.

Level 2

Compare melting on two materials.

Level 3

Use observed melting to discuss heat transfer.

Skill focus: Temperature discrimination, material comparison, heat transfer, safety awareness

30-minute teaching sequence

Introduce · 5 min

5 min: Show room-temperature metal and wood surfaces. Ask, "Will equal ice samples melt at the same rate?" Explain that heat moves from warmer surroundings toward colder ice. Predict SAME/DIFFERENT; students need not touch either surface.

I do · 10 min

I do 10 min: Place equal ice samples in identical thin sealed pouches on room-temperature metal and wood, inside a teacher-controlled tray. Start together. Compare melting after equal time; no heaters or warm water. Explain that metal often transfers heat to the ice faster.

We do · 10 min

We do 10 min: L1 identifies ice/water. L2 compares which pouch shows more melting. L3 links evidence to different heat-transfer rates. Keep sample sizes, pouch type and timing alike. If differences are unclear, examine timed photographs from an identical test prepared before class.

Exit choice · 5 min

L1: Ice or water? L2: Which sample melted more? L3: How does melting provide evidence of heat transfer? Accept AAC, gaze, gesture or speech. Record support.

Science note: Transfer means move from one place to another.

Curriculum connection: NGSS 4-PS3-2 connection.

Prepare for this learner

Both House groups: choose L1/L2/L3 individually, never by age. Stay seated; teacher controls materials. Offer speech, AAC, pointing or gaze, 1-2 high-contrast choices, wait time, observation/no-touch and NO/BREAK. Record response and support; honor refusal.

Record the response, access method, opportunities and support used. Record observed, declined or not assessed separately; a communicated refusal is not a failure of participation.

Word lesson plan

Editable classroom source plan. Source files may retain earlier titles. Use the individual level choices and safety guidance above when preparing the session.

Download editable lesson plan (Word)

Access supports

Communication Model five core words; accept speech, AAC, eye gaze, gestures, object choices, signs, and partner-assisted scanning.

Sensory Present one material at a time. Offer tools, gloves, observe-only, a scent-free choice, and a quiet break.

Motor Stabilize containers, pre-loosen parts, use adapted grips, and offer seated, standing, partner, or directing roles.

Learning Show the finished result, model first, use short visual steps, repeat, and record the least support needed.

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