Lesson Plan for Primary 5 - Basic Science and Technology - Change Around Us

### Lesson Plan: Change Around Us **Grade Level**: Primary 5 **Subject**: Basic Science and Technology **Topic**: Change Around Us --- #### **Objectives:** 1. Understand the concept of change. 2. Identify and describe different types of changes in the environment. 3. Differentiate between reversible and irreversible changes. 4. Explore the causes and effects of various changes around us. --- #### **Materials:** - Whiteboard and markers - Pictures of natural and man-made changes (e.g., melting ice, rusting iron, growing plants, etc.) - Items for demonstrations (e.g., ice cubes, water, salt, vinegar, baking soda, etc.) - Worksheets and activity sheets - Videos/Animations on changes in the environment (if available) --- #### **Introduction (10 minutes):** 1. Start with a brief discussion on what change means. Ask students to share examples of changes they have noticed around them (e.g., seasons changing, leaves falling, etc.). 2. Show pictures of different types of changes and ask students to identify each change. #### **Direct Instruction (15 minutes):** 1. Explain the concept of change with definitions and examples. - **Change**: When something becomes different in any way. 2. Discuss types of changes: - **Physical Changes**: Changes in state or appearance (e.g., ice melting, water boiling). - **Chemical Changes**: Changes that alter the substance itself (e.g., rusting iron, burning wood). 3. Highlight the difference between reversible and irreversible changes: - **Reversible Changes**: Changes that can be undone (e.g., melting and freezing water). - **Irreversible Changes**: Changes that cannot be undone (e.g., burning a piece of paper). --- #### **Guided Practice (15 minutes):** 1. Conduct simple classroom demonstrations: - **Melting and Freezing**: Show an ice cube melting into water and then freezing the water back to ice. - **Mixing Varying Substances**: Mix vinegar and baking soda to demonstrate a chemical change. 2. Discuss what is happening during each demonstration and categorize them as reversible or irreversible changes. #### **Independent Practice (15 minutes):** 1. Distribute worksheets with various scenarios and ask students to identify whether the changes described are physical or chemical, and whether they are reversible or irreversible. 2. Allow the students to complete the worksheet individually and then review the answers as a class. --- #### **Closing (5 minutes):** 1. Summarize the key points of the lesson: - Types of changes: physical and chemical. - Reversible vs. irreversible changes. 2. Ask students to think of more examples of changes around them and discuss these as a group. #### **Assessment:** - Observe student participation and engagement during discussions and activities. - Review completed worksheets to check for understanding. - Ask questions to individual students to gauge their comprehension. #### **Homework:** 1. Ask students to observe and record three changes they see around them at home or in their community. Encourage them to note whether each change is reversible or irreversible and describe why they think so. #### **Extension:** 1. For students who grasp the concept quickly, provide additional challenges such as: - Researching a specific type of environmental change (e.g., erosion) and presenting their findings. - Experimenting with more complex chemical reactions under supervision. --- #### **Notes:** - Adapt the lesson plan timing as needed based on the class's pace of understanding. - Ensure all safety precautions are followed during demonstrations involving substances like vinegar and baking soda. --- By the end of this lesson, students should have a basic understanding of the types of changes occurring around them and the fundamental differences between reversible and irreversible changes.