Simple experiments on temporary and permanent changes for Primary 4

Class: Primary 4
Term: First Term
Week: 3
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 temporary changes in nature
Topic: Changes In Nature: Simple Experiments
Subject Matter: temporary-change experiments, permanent-change experiments, observation recording, interpreting results

Specific Objectives

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

Cognitive Domain

• Identify examples of temporary changes.
• Identify examples of permanent changes.
• Differentiate between temporary and permanent changes.

Affective Domain

• Appreciate the importance of observing changes in nature.
• Participate actively in simple experiments.

Psychomotor Domain

• Conduct simple experiments on permanent and temporary changes.
• Record observations from experiments in a simple table.
• Interpret the results of simple experiments.

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 Textbook for Primary 4
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Water
• Candle stick
• Matches/Lighter
• Table salt
• Petroleum jelly
• Spoon
• Small bowls/containers
• Rusting nail (prepared in advance)
• Paper and pen/pencil for recording observations
• Pupils’ notebooks

Rationale for the Lesson

This lesson helps pupils understand how materials change around them, distinguishing between changes that can be reversed and those that cannot. Through hands-on experiments, pupils develop observation and critical thinking skills, which are essential for scientific inquiry and understanding their environment.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of different materials found in their environment and some of their properties.

Lesson Content/Board Summary

Changes In Nature: Simple Experiments

Meaning of Change

Change is when something becomes different from what it was before. These changes can be temporary or permanent.

Temporary Change

A temporary change is a change that can be easily reversed to get the original material back. The material changes its form or state but not its chemical makeup.

Examples of temporary changes include:

1. Melting ice to water, and freezing water back to ice.
2. Dissolving salt in water, and evaporating the water to get salt back.
3. Melting petroleum jelly and allowing it to solidify again.
4. Folding a piece of paper.

Observable evidence: The original material can be easily recovered or returned to its first state.

Permanent Change

A permanent change is a change that cannot be easily reversed to get the original material back. A new material is usually formed, or the original material is altered in a lasting way.

Examples of permanent changes include:

1. Burning wood or paper (turns into ash and smoke).
2. Cooking food (e.g., frying an egg).
3. Rusting of iron nails (iron changes into rust).
4. Baking a cake.

Observable evidence: A new substance is formed, there is a change in colour, smell, or state that cannot be easily undone.

Simple Experiments on Changes

Experiments help us observe and understand changes. We record what we see and interpret the results to know if a change is temporary or permanent.

Experiment 1: Dissolving Salt (Temporary Change)

1. Put some water in a bowl.
2. Add a spoonful of salt and stir.
3. Observation: The salt disappears, mixing with the water. The water tastes salty.
4. Interpretation: The salt has dissolved. If the water is evaporated, the salt can be recovered. This is a temporary change.

Experiment 2: Melting Petroleum Jelly (Temporary Change)

1. Put a small amount of petroleum jelly in a spoon.
2. Heat the spoon gently over a candle flame.
3. Observation: The solid petroleum jelly melts into a liquid. When cooled, it solidifies back into petroleum jelly.
4. Interpretation: The petroleum jelly changed its state but remained petroleum jelly. This is a temporary change.

Experiment 3: Burning a Candle (Permanent Change)

1. Light a candle.
2. Observe the flame and the melting wax.
3. Observation: The wax near the flame melts and some of it burns away, producing smoke and light. The wick also burns.
4. Interpretation: The wax that burns away is permanently changed into smoke and other gases. The melted wax that drips and solidifies is a temporary change, but the burning part is permanent.

Experiment 4: Rusting Nail (Permanent Change)

1. Observe a nail that has been left in water or exposed to air for a few days (prepared in advance).
2. Observation: The nail has a reddish-brown flaky coating on its surface.
3. Interpretation: The iron in the nail has reacted with air and water to form rust, which is a new substance. This change cannot be reversed. This is a permanent change.

Recording and Interpreting Observations

When we do experiments, we record what we see in a table. This helps us compare and understand the results.

Example Observation Table:

Interpreting results means explaining what the observations tell us about the change. If the original material can be recovered, it’s temporary. If a new material is formed and cannot be reversed, it’s permanent.

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: Questioning/Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to observe some common items in the classroom, like a crumpled paper or a melting crayon (if available). The teacher asks, “What do you notice about these items? Have they changed?”

Pupils’ Activity: Pupils respond to the questions and share their observations.

Learning Point: Introduction to changes

Step 2: Explanation of Temporary Change

Time: 7 minutes

Teaching Skill: Explanation/Illustration

Teacher’s Activity: The teacher explains what a temporary change is, giving simple examples like melting ice or dissolving sugar. The teacher emphasizes that the original material can be easily gotten back.

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

Learning Point: Concept of temporary change

Step 3: Experiment on Temporary Change

Time: 7 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates the “Dissolving Salt” experiment. The teacher guides pupils to observe carefully what happens when salt is added to water and stirred. The teacher asks, “Can we get the salt back?”

Pupils’ Activity: Pupils observe the demonstration and discuss how the salt might be recovered (e.g., by evaporating the water).

Learning Point: Temporary change experiment

Step 4: Explanation of Permanent Change

Time: 7 minutes

Teaching Skill: Explanation/Illustration

Teacher’s Activity: The teacher explains what a permanent change is, providing examples such as burning paper or cooking an egg. The teacher highlights that a new substance is formed and the change cannot be easily reversed.

Pupils’ Activity: Pupils listen and contribute other examples of permanent changes they know.

Learning Point: Concept of permanent change

Step 5: Experiment on Permanent Change

Time: 7 minutes

Teaching Skill: Demonstration/Observation

Teacher’s Activity: The teacher demonstrates the “Burning a Candle” experiment (focusing on the burning wick and smoke) and shows the pre-prepared “Rusting Nail”. The teacher asks, “Can we turn the ash back into wood? Can we turn the rust back into a shiny nail?”

Pupils’ Activity: Pupils observe the demonstrations and conclude that the changes are not easily reversible.

Learning Point: Permanent change experiment

Step 6: Recording and Interpreting Observations

Time: 3 minutes

Teaching Skill: Guided Recording

Teacher’s Activity: The teacher guides pupils to record their observations from the experiments in a simple table drawn on the board, similar to the one in the Board Summary. The teacher helps them interpret whether each change was temporary or permanent.

Pupils’ Activity: Pupils actively participate in recording observations and interpreting the results.

Learning Point: Observation recording skills

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.
3. What is a permanent change?
4. Give two examples of permanent changes.
5. How can you tell if a change is permanent?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Lesson understanding assessment

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 temporary and permanent changes, examples, and observation recording into their notebooks.

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

Learning Point: Note copying

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarisation

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

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

Learning Point: Lesson summary

Continuous Assessment/Further Study

Type: Homework

Instruction: Observe changes around your home and classify them as temporary or permanent.

1. List two temporary changes you observe at home.
2. List two permanent changes you observe at home.
3. Draw a simple picture of one temporary change and one permanent change.

Lesson Keywords

• Change – When something becomes different.
• Temporary Change – A change that can be easily reversed.
• Permanent Change – A change that cannot be easily reversed.
• Observation – Carefully watching and noticing what happens.
• Interpretation – Explaining what observations mean.

Differentiation

For pupils who are struggling, provide simpler examples and focus on one type of change at a time. Use more visual aids and repeat key definitions. For advanced learners, encourage them to think of more complex examples of changes and discuss why some changes are more difficult to reverse than others.

Suggested Lesson Videos

Search on YouTube for: “Temporary and Permanent Changes for Kids Primary 4 Science”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all instructional materials are gathered and ready for demonstration, especially the rusting nail. Arrange the classroom to allow for clear visibility of experiments. Begin by engaging pupils with familiar examples of changes. During the demonstration steps, prioritize safety and clearly explain each action and its expected outcome. Encourage pupils to actively participate in recording observations and interpreting results, guiding them to differentiate between the two types of changes. After the practical activities, use the evaluation questions to check their understanding. Remind pupils to copy the Board Summary notes neatly into their notebooks for future reference. For weaker learners, provide extra support during the observation and recording parts. Faster learners can be challenged to research other examples of changes and explain their reversibility.