Level 1
Identify ice or liquid water.
2026–27 • Labs & wellness
Why Does Ice Melt?
Watch sealed ice change into liquid water at room temperature.
Classroom lesson: Why Does Ice Melt?Today I can…
identify evidence of melting
Words to know
Words for this lesson
ICEWATERCONTAINERTRAYPHOTO
Follow along
What we will do
- 1
Find the ice
Find the ice inside the sealed container.
- 2
Make a prediction
Choose what you think might change.
- 3
Look for water
Look for liquid around the ice without touching the container.
- 4
Compare samples
Compare today’s sample with the one started earlier.
- 5
Show a change
Show any visible change in the ice or water.
- 6
Think about freezing
Choose what water can become when it freezes again.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
ICEWATERSAMEHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Small ice samples in sealed clear containers; prepared partly melted sample; tray; timer; towel; before photo; AAC ICE/WATER choices.
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. Keep small ice samples sealed in clear shatterproof containers on a teacher-controlled tray; no direct cold contact or ingestion. Use room temperature only, with no heaters, salt or hot water; wipe spills. Report little or no change honestly and use a prepared sample if needed. Melting changes solid water to liquid; freezing can reverse it.
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 2
Compare an ice cube before and after.
Level 3
Use evidence to explain melting.
Skill focus: States of matter, temperature awareness, observation, cause-and-effect
30-minute teaching sequence
Introduce · 5 min
5 min: Show ice in a sealed clear container. Ask, "What might change?" Explain that heat from warmer surroundings can melt ice into liquid water. Offer LOOK/NO TOUCH; direct cold contact is unnecessary.
I do · 10 min
I do 10 min: Place a small sealed ice container on a tray at room temperature. Show a second sealed sample started earlier. Mark the starting ice size. No heaters, salt or hot water are used. Explain that freezing can make water solid again.
We do · 10 min
We do 10 min: Observe the current sample twice and compare the prepared sample. Learners select ICE/WATER or describe the visible liquid. If little melting occurs, record that honestly and use the prepared sample to discuss change.
Exit choice · 5 min
L1: Ice or water? L2: What changed? L3: What shows melting? Could it freeze again? Accept AAC, gaze, gesture or speech. Record response/support; cue ALL DONE.
Science note: Melt means solid changes to liquid.
Curriculum connection: NGSS 2-PS1-4 connection.
Prepare for this learner
Seat students at one shared display. Offer watch/no-touch, AAC, gaze, gestures or speech; wait and respect NO/BREAK. Use one-step cues. Follow individual vision, allergy, mouthing and supervision plans. Select levels individually in either House group.
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.
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.