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Subject: General Science
Semester: 2
Period: 5
Week: 29
School Name:
Teacher’s Name:
Subject: General science
Grade Level: Grade 5
Date: Week 29
Lesson Duration: 45 minutes
Week & Period: Week 29, Period 5
Topic: Actions That Change Matter
Sub-topic: Physical and Chemical Changes
Learning Objectives
By the end of the lesson, students should be able to:
- Define physical changes and give examples.
- Define chemical changes and give examples.
- Differentiate between physical and chemical changes.
- Explain how matter is affected by these changes.
Previous Knowledge
Students already know that matter has properties such as mass, volume, and shape.
Instructional Materials
Ice cubes, candle, iron nail, vinegar and chalk, diagrams of rusting and digestion.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher melts an ice cube in a cup and asks: Has the ice disappeared or just changed?
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Introduction and Demonstrations:
- Teacher introduces the topic: “Matter can change. Some changes only affect the appearance, while others produce a new substance.”
- Demonstration 1 – Physical Change: Teacher melts ice in a clear container. Learners observe as ice turns to water.
- Demonstration 2 – Chemical Change: Teacher burns a candle or a small piece of paper (with safety precautions). Learners observe the formation of new substances (smoke, ash).
- Discussion and Exploration:
- Learners discuss in small groups:
- What happened during the ice melting?
- What happened when the candle burned?
- Teacher guides learners to identify the key differences between the changes.
- Definitions and Explanation:
- Physical Change: A change in the state or form of matter without forming a new substance.
- Examples: melting, freezing, cutting, bending, dissolving sugar in water.
- Often reversible.
- Chemical Change: A change that produces a new substance with properties different from the original.
- Examples: burning, rusting, digestion, cooking an egg.
- Usually permanent.
- Practical Activity – Classification of Changes:
- Teacher provides examples for learners to classify in groups:
- Cutting paper → Physical
- Rusting iron → Chemical
- Freezing water → Physical
- Digestion of food → Chemical
- Groups discuss why each is physical or chemical and share with the class.
- Examples to Reinforce Learning:
- Physical Changes: Ice melting, water boiling, folding paper, breaking chalk
- Chemical Changes: Wood burning, nail rusting, food spoiling, fireworks exploding
- Discussion of Effects on Matter:
- Learners explore how changes affect matter:
- Physical change → form changes, substance stays the same
- Chemical change → new substance formed, original substance changed
Assessment Checks:
- Teacher asks oral questions:
- “What is a physical change? Give one example.”
- “What is a chemical change? Give one example.”
- “How can you tell the difference between a physical and chemical change?”
- Learners classify new examples: e.g., tearing cloth, baking bread, melting chocolate, vinegar reacting with baking soda.
- Peer assessment: Groups check each other’s classification and reasoning.
Notes (Expanded & Detailed):
- Physical Change: Change in state or form without creating a new substance.
- Reversible in many cases.
- Examples: melting, freezing, cutting, bending, dissolving sugar.
- Chemical Change: Change that produces a new substance with different properties.
- Usually irreversible.
- Examples: burning, rusting, digestion, cooking an egg.
- Key Idea: Matter is affected because its form or composition is altered during these changes.
Homework/Assignment:
- Make a list of 5 physical changes and 5 chemical changes you observe at home.
- Explain for each example why it is physical or chemical.
- Draw two illustrations: one showing a physical change (ice melting), another showing a chemical change (burning wood).
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher highlights key points: physical changes do not create new substances, chemical changes do. Learners provide examples.
Evaluation Method (Expanded):
Exit slip/quiz: Learners answer: 1. Define physical change with one example. 2. Define chemical change with one example. 3. State one difference between physical and chemical changes. Teacher collects slips and provides oral feedback.
Assignment (Expanded): Learners should write down 3 physical changes and 3 chemical changes they can observe at home.
Follow-up Activity: Learners will carry out a simple observation at home (e.g., freezing water, burning paper) and note the type of change.
Differentiation / Inclusive Strategies
Teacher provides real-life demonstrations to support learners who struggle with abstract thinking. Group discussion allows peer assistance. Higher-ability learners may be asked to explain why rusting is a chemical change.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low