Meaning and examples of temporary changes in nature for Primary 4

Class: Primary 4
Term: First Term
Week: 1
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: Meaning and examples of permanent changes in nature
Topic: Changes In Nature
Subject Matter: meaning of temporary changes, reversible changes, examples of temporary changes

Specific Objectives

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

Cognitive Domain

• Explain the meaning of a temporary (reversible) change.
• Identify examples of temporary changes in their surroundings.

Psychomotor Domain

• Observe changes in their surroundings.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable Basic Science and Technology textbook 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
• Pictures or charts showing examples of temporary changes

Rationale for the Lesson

Understanding temporary changes helps pupils appreciate the dynamic nature of their environment and the science behind everyday phenomena. It lays a foundation for distinguishing between changes that can be reversed and those that cannot, which is a fundamental concept in science. This knowledge also encourages observation and critical thinking about the properties of materials.

Prerequisite/Previous Knowledge

Pupils have observed various objects and materials in their surroundings and know that things can change.

Lesson Content/Board Summary

Changes In Nature: Temporary Changes

Meaning of Temporary Change

A temporary change is a type of change where a material or object can return to its original state or form after the change has occurred. It is also known as a reversible change because the process can be reversed.

Characteristics of Temporary Changes

In a temporary change, no new substance is formed. The chemical composition of the material remains the same, even if its appearance changes. The original material can be recovered or restored easily.

Examples of Temporary Changes

Many changes we see around us are temporary. These include:

1. Melting of ice: Ice (solid water) melts into liquid water, but the liquid water can be frozen back into ice.
2. Melting of candle wax: When a candle burns, the wax melts into liquid, but it solidifies again as it cools.
3. Dissolving salt in water: Salt dissolves in water, but the water can be evaporated to get the salt back.
4. Folding a paper: A piece of paper can be folded and then unfolded to its original flat shape.
5. Bending a wire: A wire can be bent and then straightened back to its original form.
6. Boiling water: Water boils and turns into steam, but the steam can condense back into liquid water.
7. Stretching a rubber band: A rubber band can be stretched and then returns to its original length.

Why Original Material Can Be Recovered

The original material can be recovered in a temporary change because the change only affects the physical properties (like shape, state, or appearance) of the material, not its chemical make-up. For example, when ice melts, it is still water, just in a different state.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Questioning/Engagement

Teacher’s Activity: The teacher greets the pupils and asks them to observe various objects in the classroom, like a crumpled paper or a piece of ice. The teacher then asks them if these objects can return to their original state.

Pupils’ Activity: Pupils observe the objects and share their thoughts on whether the changes can be reversed.

Learning Point: Introduction to change

Step 2: Nature/Classroom Observation

Time: 8 minutes

Teaching Skill: Observation/Demonstration

Teacher’s Activity: The teacher takes pupils on a short observation walk around the classroom or school surroundings. The teacher points out simple examples of changes, such as water in a puddle evaporating, a stretched rubber band, or a piece of wood. The teacher then demonstrates simple changes like melting ice or dissolving salt in water.

Pupils’ Activity: Pupils observe the changes in their surroundings and during the teacher’s demonstration.

Learning Point: Observation of changes

Step 3: Explaining Temporary Change

Time: 7 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher explains the meaning of a temporary change as a change that can be reversed, where the material can go back to its original form. The teacher uses the examples observed to illustrate this point.

Pupils’ Activity: Pupils listen attentively and ask questions for clarification.

Learning Point: Meaning of temporary change

Step 4: Reversible Nature of Changes

Time: 5 minutes

Teaching Skill: Elaboration/Discussion

Teacher’s Activity: The teacher further explains that temporary changes are also called reversible changes because the original material can be recovered. The teacher asks pupils to think about why this is possible.

Pupils’ Activity: Pupils discuss why some changes can be reversed and others cannot.

Learning Point: Reversible nature of changes

Step 5: Identifying Examples

Time: 5 minutes

Teaching Skill: Identification/Reinforcement

Teacher’s Activity: The teacher asks pupils to identify more examples of temporary changes from their daily lives or from the objects observed earlier (e.g., folding paper, bending a plastic ruler). The teacher also uses materials like a candle to show melting and solidification.

Pupils’ Activity: Pupils identify and mention various examples of temporary changes.

Learning Point: Examples of temporary changes

Step 6: Explaining Reversibility

Time: 4 minutes

Teaching Skill: Explanation/Application

Teacher’s Activity: For each example identified, the teacher guides pupils to explain how the original material can be recovered or restored. For instance, how can melted ice become ice again? How can dissolved salt be recovered?

Pupils’ Activity: Pupils explain the process of reversing the changes for different examples.

Learning Point: Explaining reversibility

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 temporary change?
2. Give two examples of temporary changes you observed today.
3. Why are temporary changes called reversible changes?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Identifying temporary changes

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 the meaning and examples of temporary changes into their notebooks.

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

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarisation/Consolidation

Teacher’s Activity: The teacher briefly reminds pupils that temporary changes are all around us and can be reversed to get the original material back. The teacher encourages them to keep observing changes in their environment.

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

Learning Point: Summary of temporary changes

Continuous Assessment/Further Study

Type: Homework

Instruction: Observe your home environment and list five examples of temporary changes you see. For each example, explain how the change can be reversed.

1. Example 1: (e.g., wet clothes drying) – How it reverses: (e.g., clothes can get wet again)
2. Example 2:
3. Example 3:
4. Example 4:
5. Example 5:

Lesson Keywords

• Temporary change – A change that can be reversed, allowing the material to return to its original state.
• Reversible change – Another name for a temporary change, meaning the process can be undone.
• Original state – The initial form or condition of a material before a change occurs.
• Recovered – Getting back the original material after a change.

Differentiation

For struggling learners: Provide more direct demonstrations and simplified examples. Use visual aids and encourage them to point out changes rather than explaining verbally. Pair them with faster learners for support during observation activities.
For advanced learners: Challenge them to think of less common examples of temporary changes or to design a simple experiment to demonstrate a temporary change. Ask them to explain the concept in their own words to the class.

Suggested Lesson Videos

For further understanding, search on YouTube for:

• “Temporary and Permanent Changes for Kids”
• “Reversible and Irreversible Changes Primary School”
• “Changes around us Basic Science Primary 4”

Teacher Guide for Using This Lesson Plan

Before the lesson, gather the instructional materials such as water, a candle, table salt, and a piece of wood. Prepare a clear space for demonstrations. Begin by engaging pupils with simple questions about changes they observe daily. During the observation walk, actively point out examples and encourage pupils to share their findings. Emphasize the core idea that in a temporary change, the material remains the same, only its appearance or state changes, and it can always return to its original form. Conduct the demonstrations clearly, allowing pupils to observe closely. Ensure pupils understand that they should copy the Board Summary notes into their notebooks during Step 8. Provide individual support during note-taking and check for understanding throughout the lesson, especially when pupils are identifying examples and explaining reversibility. For safety, supervise all demonstrations involving candles or other materials carefully.