Class: Primary Four
Term: First Term
subject: Basic Science and Technology
Curriculum theme: Basic Science
Previous Lesson: Changes in Nature, Temporary and Permanent Change
Topic: Changes in Nature
Content/Learning Area: Meaning of changes in nature, Types of changes in nature
Time Allocation: 40 minutes

Performance Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

1. Explain the meaning of changes in nature.
2. List the types of changes in nature.
3. Give examples of temporary and permanent changes in nature.

Affective Domain:

1. Show interest in learning about changes in nature.
2. Appreciate the importance of understanding changes in nature.

Psychomotor domain:

1. Participate actively in class discussions.
2. Complete the evaluation questions accurately.

Social Domain:

1. Work cooperatively with classmates.
2. Listen attentively to the teacher and peers.

Reference Materials

9 – Years Basic Education Curriculum
Abuja Educational Resource Center Scheme of Work
NAPPS National Unified Scheme of Work
Online Information
Relevant Textbooks

Instructional Materials

To deliver this lesson, the teacher will employ the help of the following materials:

Whiteboard or chart paper
Markers or crayons
Examples of temporary and permanent changes (e.g.,ice,paper,balloon,wood,egg)

Rationale for the Lesson

Understanding changes in nature is crucial for developing scientific thinking and observation skills. It helps pupils appreciate the dynamic nature of the habitat.

Prerequisite/Previous Knowledge

Pupils are familiar with observing daily changes around them, such as weather changes or plant growth.

Lesson content

Changes in Nature

Changes in nature are the alterations or transformations that happen in the natural world. These changes can affect living things, materials, or the physical environment.

Types of Changes in Nature

Changes in nature can be categorized based on their reversibility.

Temporary Changes

Temporary changes are reversible; they can be undone. The following are examples:

Melting ice (it can refreeze)
Folding paper (it can be unfolded)
Inflating a balloon (it can be deflated)
dissolving sugar in water (it can be evaporated to recover sugar)
Freezing water into ice (it can melt back into water)

Permanent changes

Permanent changes are irreversible; they cannot be returned to their original state. Examples are:

Burning wood (the ash cannot become wood again)
Cooking an egg (a cooked egg cannot become raw)
A plant growing (it cannot return to it’s seed form)
Rusting of iron (the rust cannot turn back into iron)
Baking a cake (the ingredients cannot be separated back)

Teaching Methods

To deliver this lesson,‌ ⁤the teacher will⁤ adopt⁤ the following methods: Discussion, Question and answer, Exhibition

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: Ask pupils about changes they observe in nature.
Pupils’ Activity: Share observations and participate in discussion.

Step 2: Description of Key Concepts

Time: 10 minutes
Teaching Skill: Clarification
Teacher’s Activity: Define changes in nature and explain the difference between temporary and permanent changes.
Pupils’ Activity: Listen attentively and ask clarifying questions.

Step 3: Demonstration/Guided Practice

Time: 10 minutes
Teaching Skill: Demonstration
Teacher’s Activity: Demonstrate examples of temporary and permanent changes using the instructional materials.
Pupils’ Activity: Observe the demonstrations and participate in discussions.

Step 4: Autonomous Practice

Time: 5 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: Ask pupils to identify other examples of temporary and permanent changes.
Pupils’ Activity: provide examples and explain their reasoning.

Step 5: Note-taking

Time: 5 minutes
Teaching Skill: Note-Taking
Teacher’s Activity: Guide pupils in taking notes on key concepts and examples.
Pupils’ Activity: Write down key points and examples.

Step 6: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning
Teacher’s Activity: Ask evaluation questions to assess understanding.
Pupils’ Activity: Answer the evaluation questions.

Objective-aligned checks:

Explain the meaning of changes in nature.
List the types of changes in nature.
Show interest in learning about changes in nature.

Step 7: Conclusion

Time: 2 minutes
Teaching Skill: Summarizing
Teacher’s Activity: Summarize the key concepts of temporary and permanent changes in nature.
Pupils’ activity: Listen attentively and ask any remaining questions.

Lesson Keywords

Changes in Nature – alterations or transformations in the natural world.
Temporary Change – A change that can be reversed.
Permanent Change – A change that cannot be reversed.
Reversible – Able to be returned to its original state.
Irreversible – Not able to be returned to its original state.

Lesson Evaluation

To evaluate the learning, the teacher asks pupils to:

What are the two main types of changes in nature?
Give an exmaple of a change that can be reversed.
Give an example of a change that cannot be reversed.
Can you think of other examples of changes in nature, besides the ones we discussed?
Why is it crucial to understand the difference between temporary and permanent changes?

Assignment/Homework

list five examples of temporary changes you observe at home.
List five examples of permanent changes you observe in your environment.
Explain the difference between temporary and permanent changes in your own words.

Differentiation

for slower learners: Provide additional examples and one-on-one assistance. Use visual aids and hands-on activities to reinforce understanding.
For advanced learners: Encourage them to research and present additional examples of changes in nature. Challenge them to explain the scientific principles behind these changes.
For visual/auditory/kinesthetic learners: Use demonstrations and real-life examples. Encourage active participation through discussions and hands-on activities.

Note for Teachers

Ensure to use local examples that pupils can easily relate to. Encourage pupils to observe and document changes in their environment regularly.