Grade 3 Science — Term 2, Week 2
5 day-plan(s) · WeLearn JA SCI T2 G3
Day 1: Melting and Freezing
Grade 3 Science · Term 2, Week 2 · 60 minutes
| Objectives | Explain melting and freezing as changes of state. |
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| Materials | Ice, bowls, warm and cool spots |
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| Key vocabulary | melt, freeze, solid, liquid, temperature |
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| Engage (starter) | "What makes ice become water, and water become ice?" |
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| Develop (main) | Interactive: observe ice melting and discuss freezing; link the change to warming and cooling; tap-to-reveal melting and freezing. |
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| Plenary (close) | What change happens when water freezes? |
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| Assessment | Explains melting and freezing. |
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| Teacher notes | Change of state by temperature. |
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Day 2: Evaporation
Grade 3 Science · Term 2, Week 2 · 60 minutes
| Objectives | Explain evaporation as liquid changing to gas. |
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| Materials | Wet cloth, shallow dishes, sunny spot |
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| Key vocabulary | evaporate, water vapour, gas, dry, heat |
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| Engage (starter) | "Where does a puddle go on a sunny day?" |
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| Develop (main) | Interactive: set wet cloths in warm and cool spots; predict and observe which dries first; tap-to-reveal evaporation into water vapour. |
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| Plenary (close) | What happens to water when it evaporates? |
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| Assessment | Explains evaporation. |
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| Teacher notes | Links back to the water cycle. |
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Day 3: Condensation
Grade 3 Science · Term 2, Week 2 · 60 minutes
| Objectives | Explain condensation as gas changing to liquid. |
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| Materials | Cold glass, warm water, mirror |
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| Key vocabulary | condense, water vapour, cool, droplets |
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| Engage (starter) | "Why does a cold glass get wet on the outside?" |
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| Develop (main) | Interactive: observe droplets forming on a cold glass and a breathed-on mirror; discuss water vapour cooling; tap-to-reveal condensation. |
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| Plenary (close) | What happens when water vapour cools? |
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| Assessment | Explains condensation. |
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| Teacher notes | Completes the water-cycle connection. |
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Day 4: Investigating Faster Evaporation
Grade 3 Science · Term 2, Week 2 · 60 minutes
| Objectives | Plan a fair test on what makes water evaporate faster. |
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| Materials | Dishes, water, warm/cool and windy spots |
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| Key vocabulary | fair test, variable, predict, heat, air |
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| Engage (starter) | "How can we make water dry up faster?" |
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| Develop (main) | Interactive: plan a fair test changing one thing (heat or wind); predict, set up, and record; tap-to-reveal keeping the test fair. |
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| Plenary (close) | What did we change to test evaporation? |
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| Assessment | Plans a fair test. |
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| Teacher notes | Change one variable, keep others the same. |
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Day 5: Review: Changing States
Grade 3 Science · Term 2, Week 2 · 60 minutes
| Objectives | Consolidate melting, freezing, evaporation, condensation. |
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| Materials | State-change cards, review stations |
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| Key vocabulary | review, melt, evaporate, condense |
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| Engage (starter) | "Change of state challenge!" |
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| Develop (main) | Interactive: match state changes to their causes and order the water cycle at review stations. |
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| Plenary (close) | Name a change from liquid to gas. |
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| Assessment | Station accuracy. |
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| Teacher notes | Reinforce heating and cooling cause changes. |
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