Lesson Plan for Primary 4 - Basic Science and Technology - Changes In Non-living Things

# Lesson Plan: Changes in Non-Living Things ## Subject: Basic Science and Technology ## Grade Level: Primary 4 ## Duration: 45 minutes ## Topic: Changes in Non-Living Things ### Objectives: By the end of the lesson, students should be able to: 1. Identify different non-living things. 2. Describe various changes that can occur in non-living things. 3. Understand and differentiate between temporary and permanent changes in non-living things. 4. Provide examples of changes in non-living things from their environment. ### Materials: - Chart paper and markers - Real-life examples of non-living things (e.g., rocks, paper, water, ice) - Multimedia projector/Slides (if available) - Worksheets for class activity - Magnifying glasses (optional) ### Key Vocabulary: - Non-living things - Temporary change - Permanent change - Rusting - Melting - Freezing - Breaking ### Lesson Procedure: #### Introduction (10 minutes): 1. **Greeting and Warm-Up:** - Greet the students and ask them how they are feeling today. - Briefly review previous topics related to living and non-living things. 2. **Introduction to the Topic:** - Write the topic "Changes in Non-Living Things" on the board. - Ask students to name some non-living things they see around them (e.g., chairs, tables, rocks, water, etc.) - Explain to students that non-living things can change in different ways. #### Lesson Development (20 minutes): 1. **Discussion and Explanation:** - Discuss with students the different types of changes that non-living things can undergo. Highlight the two main types: **temporary** and **permanent**. - **Temporary Changes:** - Explain temporary changes using examples like water turning to ice or steam, and then back to water. - Use visual aids or actual demonstrations if possible (e.g., melting an ice cube). - **Permanent Changes:** - Explain permanent changes using examples like breaking a glass, rusting of iron. - Discuss how these changes cannot easily be reversed. 2. **Real-Life Examples:** - Show students various examples of non-living things and discuss the changes they undergo. - Use a multimedia projector to show short video clips or pictures depicting these changes (optional). 3. **Class Activity:** - Distribute worksheets that contain pictures and descriptions of non-living things undergoing various changes. - Have students work in pairs or small groups to identify whether the change is temporary or permanent and write their answers on the worksheet. - Discuss the answers as a class. #### Conclusion (10 minutes): 1. **Recap:** - Summarize the key points discussed in the lesson. - Ask students to recall the definitions of temporary and permanent changes. 2. **Q&A Session:** - Allow time for students to ask questions and clarify any doubts. - Pose a few questions to the students to assess their understanding (e.g., "What happens to water when it freezes?" "Can we easily reverse rusting?"). 3. **Homework/Extension Activity:** - Assign students to observe at home and note down any non-living things that undergo changes. They should classify these changes as temporary or permanent and bring their observations to the next class. ### Assessment: - Observe students during the class activity to check their understanding. - Review the worksheets for correct identification and classification of changes. - Informal questioning during the recap session to gauge comprehension. ### Reflection: - After the lesson, reflect on what worked well, including student engagement and understanding. - Note down any challenges faced and how they can be addressed in future lessons. - Plan for any necessary follow-up activities or revisions. This lesson plan provides a structured approach to teaching Primary 4 students about changes in non-living things, combining discussion, visuals, and hands-on activities to solidify their understanding.