You will learn
- Define melting.
- State melting point.
- Compare melting rates.
- Explain with particles.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
Words to know
changing from solid to liquid
the temperature at which a solid melts
a state with fixed shape
a state that flows
1. Discover: The melting chocolate
Kofi leaves a piece of chocolate in his school bag in the sun. It turns soft and sticky. “It has melted,” his mother says. “Chocolate melts at body temperature, so your hands can melt it too.” Kofi puts the rest in the fridge and it hardens.
Think: Why does chocolate melt in the sun?
2. Understand: Melting
Idea 1: What is melting?
Melting is when a solid becomes a liquid because it takes in heat. Its particles move more and slide past each other.
Idea 2: Melting point
Each substance has its own melting point. Ice melts at 0 degrees Celsius, butter at about 32 and chocolate around 34. Iron melts at about 1,540.
Idea 3: Comparing
To compare, use equal sizes, heat the same way and time how long each takes. Record carefully.
3. Worked examples
Example 1 (I show you): Define
Ice to water.
- Heated.
- Solid to liquid.
- Melting.
Answer: This is melting.
Example 2 (We do it together): Compare
Ice vs butter.
- Different points.
- Ice 0.
- Butter 32.
Answer: They melt at different temperatures.
Example 3 (You try): Explain
Chocolate in sun.
Show the steps and answer
- Heat absorbed.
- Particles slide.
- Liquid.
Answer: Heat melts chocolate.
Did you know?
Tungsten has the highest melting point of any metal, about 3,400 degrees Celsius, so it is used in old-style lamp filaments.
Why this matters
Melting is used in cooking, metalwork and making things.
4. Explore: Melting race
Compare melting times of equal ice cubes in warm and cool places.
- Place equal ice cubes in two bowls.
- Put one in a warm place and one in a cool place.
- Time melting.
- Record.
Think about it: what did you notice?
What did you notice? More heat melted ice faster.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ turns a solid into a liquid.
- The ___ point is the temperature a solid melts.
- A ___ keeps its shape.
- A ___ can flow.
Guided practice
Question 1. What is melting?
Solid to liquid.
Question 2. Ice melts at?
0 degrees.
Question 3. What causes it?
Heat.
Independent practice
Level 1: Start
- What is melting?
- Ice melts at?
- What causes it?
- Reverse?
- Name a melting solid.
Level 2: Grow
- Why do materials differ?
- Why same size?
- Why record times?
Level 3: Stretch
- Run the race.
- Draw particles.
- Explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Explain why ice melts in your hand.
Show a sample answer
Use heat.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Same material.
Fix: They differ.
8. Lesson summary and revision card
- I can define melting.
- I can state melting point.
- I can compare melting rates.
- I can explain with particles.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Heat makes solids melt.
- Ice melts at 0 degrees Celsius.
- Different materials melt at different temperatures.
- Melting can be reversed by freezing.
11. Next lesson
Next lesson: Freezing. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define melting and melting point. [2 marks]
- Describe a melting investigation. [3 marks]
- Explain melting with particles. [3 marks]
- Safety rules. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Equal samples [1]; same heat [1]; time [1]
- Heat [1]; move more [1]; slide [1]
- 1 each
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is melting?
- Ice melts at?
- What causes it?
- Reverse?
- Name a melting solid.
- Why do materials differ?
- Why same size?
- Why record times?
- Run the race.
- Draw particles.
Homework
Watch ice melt in two places and explain which is faster.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is melting? | Solid to liquid. | 1 |
| 2. Ice melts at? | 0 degrees. | 1 |
| 3. What causes it? | Heat. | 1 |
| 4. Reverse? | Freezing. | 1 |
| 5. Name a melting solid. | Butter. | 1 |
| 6. Why do materials differ? | Different particles. | 1 |
| 7. Why same size? | Fair test. | 1 |
| 8. Why record times? | Compare. | 1 |
| 9. Run the race. | Table. | 1 |
| 10. Draw particles. | Diagram. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Solid to liquid.; 2 0 degrees.; 3 Heat.; 4 Freezing.; 5 Butter.. Level 2: 1 Different particles.; 2 Fair test.; 3 Compare.. Level 3: 1 Table.; 2 Diagram.; 3 Sentence..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define melting | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 State melting point | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Compare melting rates | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Explain with particles | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Melting makes new material.” Same material.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain melting.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child investigates melting. You do not need to be an expert to help.
- Melt ice together.
- Ask “Why faster in the sun?”
- Use safe warmth.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define melting; state melting point; compare melting rates; explain with particles.
Prerequisite knowledge. Grade 3 matter ideas: solids, liquids, gases, heating and cooling, melting, freezing and evaporation.
Materials. Ice cubes, bowls, timer. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Freeze ice.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Hold an ice cube and ask, “What is happening?”
Explanation (10 min). Teach melting.
Guided activity (10 min). Learners race.
Independent activity (10 min). Learners explain.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Heat in? Particles move?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Melting makes new material.” Same material.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Explain melting. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 4 Unit 9, topic 4; Next Generation Science Standards, structure and properties of matter; Cambridge Primary Science Stage 4, chemistry: states of matter and materials; IB Primary Years Programme, how the world works. These sources informed the lesson.