Adramatic hail storm sparked a long-lasting fascination with ice for children at Portico Poppets Day Nursery in St Helens, Merseyside. They grabbed cushions and sat down to watch and listen as the hail pattered against the windows and bounced on the glass roof of the nursery extension.
‘After watching for a while, some children got their coats and headed out into the hail to explore further,’ says senior manager Vicki Cardwell. ‘Some flitted in and out because they were unsure about the hail, while others were in fits of giggles as they tried to catch the hail on their tongues. They commented on how cold the hail was and the texture.
‘Many grabbed containers to see if they could catch the balls of ice in them. When we returned to our rooms, we observed the changes as the hail melted into water. Children noticed that the hail caught in plastic containers melted faster than those in metal containers. Some of the hail formed clumps and it was observed that these took longer to melt than the individual balls.’
They discussed how hail is frozen water and that liquid forms a solid when it gets very cold. They were intrigued to see how it returns to water as it gets warmer and that smaller objects thaw out faster.
SPACE OUT
Discussing weather, ice and space
In the pre-school, staff focus on in-the-moment planning, so if something like the hail storm grabs children’s interests, they can run with it and investigate further. ‘We find that children get more out of it when we follow their interests,’ says Ms Cardwell. ‘The hail prompted the staff team to observe weather with the children but also pursue ice as an area of interest. Space was also an interest at this time, so we looked at the planets where ice formations were most common. We introduced a few conversations about the North and South Poles; however, it was the more practical hands-on experiences that the children really enjoyed.’
OUT OF THE BLOCKS
Freezing objects in ice
Children helped staff to fill various containers and objects, such as rubber gloves, with water and added different objects – plastic dinosaurs, bugs and small-world people – along with natural materials including split peas, lentils, feathers and flowers. They then froze them to form blocks of ice of different shapes and sizes.
‘Once the containers had frozen solid, the children used tools and warm water to try to break the ice and to set the objects free. They chipped away with the utensils and “excavated” while talking about what they were finding and how the ice felt and was reacting as it got warmer and was broken up,’ Ms Cardwell says.
‘It was commented that the frozen lentils looked like fish scales when they were in the ice, which led to some children talking about fish. They were also interested to see what the feathers looked like when they were wet, compared with once they had dried out.’
WEATHER WATCHERS
Exploring rain, sun and wind
Staff discussed the weather with the children and talked about how hail is pellets of frozen rain. They looked at the clouds in the sky and spoke about how they are actually condensed water.
Children made rain gauges out of plastic bottles and took them home so that they could continue weather investigations with their families. They also took an interest in the sun, and staff spoke to them about the position of the sun in the sky and how it changes position during the day.
They introduced the children to sundials and how they can be used to tell the time. Children noticed how the position of the sun altered, and were intrigued by shadows, which are formed when a solid object blocks the sunlight.
‘We have trees in the garden and when the wind blows you see leaves and branches change direction,’ says Ms Cardwell. ‘The children like to go out on windy days. We gave them ribbons that they could dance around with, wave around and observe them blowing. Of course, many also like to lift up their jackets and watch them billowing out behind them like capes.’
JUST A PINCH
Observing how salt affects ice
To explore ice further, staff introduced rock salt and encouraged the children to experiment with it and see how blocks of ice responded. It was found that salt lowers the freezing point of water and when sprinkled on ice can cause it to start melting – which is why salt is used in grit on roads in winter.
‘The pre-school children loved observing the different formations of cracks and how the salt eroded the ice, eventually leading to it cracking and holes forming so that the objects we had enclosed were exposed,’ says Ms Cardwell.
‘The children used paintbrushes to wipe away any excess, revealing what had been hidden and supporting development of their fine motor skills. They talked about how the sea salt made the ice go “sharp”, and used language such as “cracks”.’
MARKING TIME
Creating and using ice paints
Staff know that the children enjoy mark-making with different materials, such as using conditioner on the windows and making big movements with their arms to create shapes and encourage gross motor development. They also enjoy large-scale mark-making on the concrete and walled areas outside with chalk.
Staff decided to make ‘ice paints’ by freezing powder paint and water into blocks with sticks in them for handles. The children then experimented with the new ‘chalks’ and staff introduced rollers and brushes so that they could continue to mark-make as the paint melted and formed puddles.
CHANGING FORMATION
The continuing fascination with ice and extending the learning
Staff are now considering how they can extend their ice explorations, with ideas around making ice lollies with the children and investigating ice sculptures, or global warming.
‘The children now know more about the transformation of solids to a liquid and back again. They understand the concept of melting and find it magical,’ says Ms Cardwell.
‘I think the children like experimenting with ice because it is such a fascinating substance. They love sensory experiences, such as playing with gloop and watching it change formation from a solid to a liquid. They also enjoy holding shaving foam and moulding it in their hands, and some children like to hold ice in the same way. They move it between their hands and watch as the warmth of their hands turns it to a liquid and the water runs between their fingers. It holds a lot of appeal and intrigue.’
BOOK CORNER
Ice Boy by David Ezra Stein
Ice Boy has a normal life. He likes messing around with his siblings and listens when his parents tell him that being chosen to cool someone’s drink is the best thing that can happen to an ice cube. But Ice Boy wants more – and heads for the beach…
The Rhythm of the Rain by Grahame Baker-Smith
A celebration of the water cycle that captures the remarkable movement of water across the Earth.
Ada Twist, Scientist by Andrea Beaty and David Roberts
Not afraid of failure, Ada embarks on a fact-finding mission and conducts scientific experiments, all in the name of discovery. But her experiments get her into trouble!
Here Comes Jack Frost by Kazuno Kahara
A little boy hates winter until strange patterns appear on his windows – and outside, he finds a white figure covering his home in frost and ice.
The Everything Kids’ Science Experiments Book by Tom Robinson
Challenge the world around you by boiling ice, measuring gravity and floating on water, and find answers to questions such as ‘Can a magnet be turned off?’.
DKfindout! Climate Change
This book on climate change covers what potential activists can do to help prevent further damaging changes to the environment.
See Inside Weather and Climate by Katie Daynes and Russell Tate
An Usborne introduction to the science of weather. Filled with facts, from how floods happen to global warming.
