Meaning and examples of permanent changes in nature for Primary 4

Class: Primary Four
Term: First Term
Week: 2
Age: 9 years
Duration: 45 minutes
Subject: Basic Science and Technology
Curriculum Theme: Our Environment
Focal competence: Observing the differences between temporary and permanent changes of objects in the environment
Key competencies/values: Collaboration; Communication
Skills:

• Carrying out simple experiments on temporary and permanent changes
• Recording observations during experiments in tables
• Interpreting observations

Previous Lesson: First Term Physical And Health Education Examination
Topic: Changes In Nature: Permanent Changes
Subject Matter: meaning of permanent changes, irreversible changes, examples of permanent changes, differences from temporary changes

Specific Objectives

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

Cognitive Domain

• Explain the meaning of a permanent (irreversible) change.
• Identify examples of permanent changes in their surroundings.
• Differentiate between temporary and permanent changes.

Psychomotor Domain

• Classify familiar changes as temporary or permanent.

Social Domain

• Collaborate with peers during practical activities.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Basic Science and Technology for Primary 4
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Immediate school surroundings
• Water
• Candle stick
• Table salt
• Wood
• Matches or lighter (for teacher’s use only)
• Empty container

Rationale for the Lesson

This lesson helps pupils understand how materials change around them, distinguishing between changes that can be undone and those that cannot. This knowledge is fundamental for understanding basic scientific principles and observing the world with a scientific mindset, laying a foundation for future science concepts.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of different materials found in their environment and simple observations of how things change, like ice melting or water boiling.

Lesson Content/Board Summary

Changes In Nature: Permanent Changes

Meaning of Permanent Change

A permanent change is a type of change where a material changes completely and cannot be turned back into its original form. It is also called an irreversible change because it cannot be reversed.

Examples of Permanent Changes

1. Burning wood to ash: Once wood burns, it turns into ash and smoke, which cannot become wood again.
2. Frying an egg: A raw egg changes when fried and cannot become raw again.
3. Baking a cake: Flour, sugar, and eggs change into a cake, which cannot be separated back into the original ingredients.
4. Rusting of iron: When iron rusts, it forms a new substance that cannot be easily changed back to shiny iron.
5. Cooking food: Raw food changes when cooked and cannot return to its raw state.

Meaning of Temporary Change

A temporary change is a type of change where a material changes its form but can be easily turned back into its original state. It is also called a reversible change because it can be reversed.

Examples of Temporary Changes

1. Melting of ice: Ice melts into water, and water can be frozen back into ice.
2. Dissolving salt in water: Salt dissolves in water, but the water can be evaporated to get the salt back.
3. Folding paper: Paper can be folded and then unfolded to its original flat shape.
4. Boiling water: Water turns into steam when boiled, and steam can cool down to become water again.
5. Stretching a rubber band: A rubber band can be stretched and then returns to its original shape.

Differences Between Temporary and Permanent Changes

1. Reversibility: Temporary changes can be reversed, while permanent changes cannot be reversed.
2. New Substance: In temporary changes, no new substance is formed, but in permanent changes, a new substance is always formed.
3. Original Form: Materials in temporary changes can return to their original form, but materials in permanent changes cannot.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to recall some simple changes they observe around them daily, like water boiling or paper tearing. The teacher then introduces the topic: “Changes In Nature: Permanent Changes.”

Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.

Learning Point: Everyday changes observation

Step 2: Explanation of Permanent Change

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what a permanent change is, using simple language. The teacher then demonstrates a permanent change by burning a small piece of wood or paper (safely, with matches/lighter) and shows the ash, explaining that it cannot turn back into wood/paper. The teacher also discusses frying an egg as another example.

Pupils’ Activity: Pupils observe the demonstration, listen to the explanation, and ask questions.

Learning Point: Meaning of permanent change

Step 3: Examples of Permanent Changes

Time: 6 minutes

Teaching Skill: Illustration/Discussion

Teacher’s Activity: The teacher provides more examples of permanent changes such as baking a cake, rusting of iron, and cooking food, encouraging pupils to think of others from their daily lives.

Pupils’ Activity: Pupils contribute examples of permanent changes they know and discuss them.

Learning Point: Permanent change examples

Step 4: Explanation of Temporary Change

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what a temporary change is, emphasizing that the material can return to its original state. The teacher demonstrates by melting a piece of ice (or dissolving salt in water) and explains how the water can be frozen back into ice (or salt recovered by evaporation).

Pupils’ Activity: Pupils observe the demonstration and listen to the explanation of temporary changes.

Learning Point: Meaning of temporary change

Step 5: Examples of Temporary Changes

Time: 6 minutes

Teaching Skill: Illustration/Discussion

Teacher’s Activity: The teacher provides more examples of temporary changes like folding paper, boiling water, and stretching a rubber band, asking pupils to suggest others.

Pupils’ Activity: Pupils suggest and discuss examples of temporary changes.

Learning Point: Temporary change examples

Step 6: Differentiating Changes

Time: 5 minutes

Teaching Skill: Comparison/Classification

Teacher’s Activity: The teacher guides pupils to identify the key differences between permanent and temporary changes, focusing on reversibility and whether new substances are formed. The teacher presents various scenarios and asks pupils to classify them.

Pupils’ Activity: Pupils participate in classifying changes and stating the differences.

Learning Point: Distinguishing change types

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is a permanent change?
2. Give two examples of permanent changes.
3. What is a temporary change?
4. How is a permanent change different from a temporary change?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding change types

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on permanent and temporary changes into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher briefly reminds pupils that changes happen all around us, and understanding if they are permanent or temporary helps us understand our world better. The teacher encourages them to observe more changes at home.

Pupils’ Activity: Pupils listen and reflect on the lesson.

Learning Point: Consolidating change concepts

Continuous Assessment/Further Study

Type: Homework

Instruction: Observe your surroundings at home and identify five changes. For each change, state whether it is a permanent change or a temporary change and give a reason.

1. Example: Boiling water (Temporary, because it can become water again when cooled).
2. Burning firewood.
3. Melting butter.
4. Tearing paper.
5. Baking bread.

Lesson Keywords

• Permanent Change – A change that cannot be reversed.
• Irreversible Change – Another name for permanent change.
• Temporary Change – A change that can be reversed.
• Reversible Change – Another name for temporary change.
• Change – When something becomes different.

Differentiation

For struggling learners: Provide pre-drawn tables for classifying changes and offer more direct examples. Use physical objects for hands-on sorting. Focus on identifying just one or two examples for each type of change.

For advanced learners: Encourage them to research other examples of permanent and temporary changes, perhaps in industrial processes or cooking, and explain why they are classified as such. Challenge them to think about changes that seem temporary but are actually permanent (e.g., cutting hair).

Suggested Lesson Videos

Search YouTube for: permanent and temporary changes primary 4 science

Teacher Guide for Using This Lesson Plan

Before the lesson, gather all instructional materials, especially the candle, matches/lighter, wood, water, and salt. Ensure a safe space for the burning demonstration. Begin by engaging pupils with familiar changes to build on their prior knowledge. The core of this lesson is observation and classification, so allow ample time for pupils to discuss and demonstrate their understanding. Guide them through the experiments, emphasizing safety during the burning demonstration (teacher only). Encourage pupils to actively participate in classifying examples as permanent or temporary. Ensure the Board Summary is copied accurately after the main teaching points have been covered and understood. Provide individualized support during the activity and note-taking stages, and check their understanding through the evaluation questions.