# 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.