Changes in Nature – Meaning (Types) of Temporary | Meaning (Types) of Permanent Changes Primary 4 (Basic 4) – Basic Science and Technology

Last Updated on July 17, 2021 by Alabi M. S.

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BASIC SCIENCE (BST) 

FIRST TERM 

WEEK 1

PRIMARY 4

THEME – CHANGE AROUND US 

PREVIOUS LESSON – Third Term Examination Basic Science and Technology Primary 4 (Basic 4) – Exam Questions

 

TOPIC: CHANGES IN NATURE 

 

LEARNING AREA 

1. Introductory Activities

2. Meaning (Types) of Change

3. Meaning (Examples) of Temporary and Permanent Change

4. Activities that Demonstrate and Differentiate between Temporary and Permanent Change

5. Lesson Evaluation and Weekly Assessment (Test).

 

PERFORMANCE OBJECTIVES 

By the end of the lesson, most pupils should have attained the following objectives:

1. state the meaning of change;

2. mention the changes they observe in their surrounding;

3. state the differences between temporary and permanent changes;

4. give examples of temporary and permanent changes.

 

ENTRY BEHAVIOR

The pupils know that dry fish cannot become fresh.

 

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. a poster showing changes occurring in school and home surroundings; immediate school surrounding;

2. water

3. nails

4. candle

 

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5. matches

6. wood

7. pieces of paper

8. container

9. pieces of cloth

 

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

 

REFERENCE MATERIALS

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

 

ASEI PDSI METHOD – Changes in Nature – Meaning and Types of Temporary and Permanent Changes (Primary 4) ASEI PDSI METHOD

 

 

CONTENT OF THE LESSON

LESSON 1 – LESSON INTRODUCTION

ACTIVITY 1

Teacher’s Activities – Introduction to Change 

  • Ask the pupils to take out their exercise books and write ‘I want to change’.
  • Ask them to use the hand they do not normally write with to write the same sentence.
  • Compare the two writings, what do you observe when you write with other hand?

Pupil’s Activities – My first and second writing are not same. Writing with other hand makes my write different (change).

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Teacher’s remark – Good job you. What they have just done is known as ‘change’. Changes are everywhere. Everything within and around are changing from the time to time. Guide and discussion the meaning of change with the pupils. Summary on the board.

 

 

MEANING OF CHANGE

Change is when something becomes different.

 

 

ACTIVITY 2 

Teacher’s Activities – Introduction to Types of Change 

  • Display an ice block, small piece of dry cloth, walk around the class with the cloth and ask pupils to touch and feel the cloth. Let them confirm that it is dry.
  • Now wet the cloth with some water. Then ask pupils to say what has changed.
  • Ask them if it can be changed back to the same dry piece of cloth they touched before.

Pupil’s Activities – The cloth has become wet. It can be change to dry cloth by dry in the sun.

Teacher’s remark – Correct. One clap cheer for yourself. This kind of change is called temporary change because we can get the cloth back to its original state before the change. There are two types of change. Number 1 is temporary change. Lead the activities on permanent change.

 

 

ACTIVITY 3 

Teacher’s Activities – Introduction to Types of Change 

  • Put a candle on a candle stand for the pupils to identify.
  • Light the candle and ask the pupils to look at it again. Safety caution: Be careful of the fire when you or the pupils light the candles. 
  • Ask pupils to discuss what will happen if they let the candle burn and if they can get the candle back again after it has burnt.

Pupil’s Activities – We can get the candle back again after it has burnt.

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Teacher’s remark – You are correct. This kind of change is called a permanent change because we can get the candle back again after it has burnt. Guide and discuss the two types of change and Ask pupils to think of two more temporary and two more permanent changes and share their thoughts with the class. Write on the board as discussed.

 

 

TYPES OF CHANGES

1. Temporary change

2. Permanent change

 

 

ASSIGNMENT

Find out –

1. five more examples of temporary change.

2. five more examples of permanent change.

 

 

LESSON TWO – INTRODUCTORY QUESTIONS 

Teacher’s Activities – Based on the activities previous activities, ask the pupils the following questions:

  • What is change?
  • There are two types of change, name them.
  • Differentiate between the two change.

Pupil’s Activities – Change is when something becomes different. Temporary and permanent change…..

Teacher’s remark – Listen the pupils and celebrate them for active participation. Based on their responses, explain the meaning of temporary and permanent change with examples as given in their previous assignment. Summary on the board.

 

 

MEANING OF TEMPORARY CHANGE 

A temporary change is a physical change that can usually be easily reversed.

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This is most often caused by a change in heat. For example – solid melts to become a liquid and a liquid evaporates to become a gas.

 

 

EXAMPLES OF TEMPORARY CHANGES 

1. melting ice

2. melting butter

3. drying a wet cloth

4. dissolving salt in water

5. wetting sand, etc.

 

 

MEANING OF PERMANENT CHANGE

A permanent change is a chemical change that cannot usually be easily reversed.

A substance changes into new substances that look quite different. For example – burning candle.

 

 

EXAMPLES OF PERMANENT CHANGE

1. Burned candle

2. Baby growing to an adult

3. Raw meat cooking

4. Burning of wood or paper

5. Rusting of iron

6. Souring of milk, etc.

 

 

LESSON 3 – INTRODUCTORY ACTIVITIES

ACTIVITY 1 

Teacher’s Activities – Display a chart showing different stage of growing plant or animals for the pupils to identify and discuss the changes that occurred.

Pupil’s Activities – This is permanent change and it is irreversible.

Teacher’s remark – Correct. Once a plant or animal has grown up, it cannot be back to its original state. This kind of permanent change is called growing process.

 

ACTIVITY 2

Teacher’s Activities – Display sample of charcoal and ashe, ask the pupils to discuss the kind of changes that occurred. How?

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Pupil’s Activities – This is permanent change. When a firewood is burnt,….

Teacher’s remark – Good job you for active participation. Permanent change can also occurred through burning. Burning is the second process of permanent change.

 

ACTIVITY 3 

Teacher’s Activities – Display sample of decay or rusting animal plants or animals, ask the pupils, what process of permanent change is this?

Pupil’s Activities – The process is decay.

Teacher’s remark – Good job you. Decaying is the third process of permanent change. Summary the three process of permanent on the board.

 

 

PROCESS OF PERMANENT CHANGE

There are three processes of permanent change:

1. Growing

2. Burning

3. Decaying

 

 

LESSON 4 – REVISION AND WEEKLY ASSESSMENT 

1. Meaning of change

2. Types of change

3. Meaning (Examples) Temporary change

4. Meaning (Examples) Permanent change

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5. Process of permanent change

 

 

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;

2. Guides pupils to state the meaning of change.

Pupil’s Activities – Participate in class discussion and group activities.

3. Uses posters to initiate and guide class discussion on the changes that have taken place around them.

Pupil’s Activities – Observe and describe changes taking place in their surroundings.

4. Carries out at least two class demonstrations to help pupils distinguish between temporary (reversible) and permanent (irreversible) changes.

Pupil’s Activities – Differentiate and group these changes as temporary and permanent changes.

5. Summarize the lesson on the board based on the above activities;

Pupil’s Activities – Writing the class summary.

 

 

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

 

 

NEXT LESSON

Changes in Plants (Primary 4)

 

 

LESSON EVALUATION

Ask pupils to: 

1. state the meaning of change;

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2. describe two changes around them;

3. state two differences between temporary and permanent changes;

4. list four examples, each, of permanent and temporary changes.

5. indicate the kind of changes that occurred in –

  • construction of new roads,
  • sprouting of grass in the rainy season,
  • burning of candles,
  • melting of ice blocks; burning pieces of wood,
  • wetting a piece of cloth, etc.

6. indicate the kind of permanent changes that occurred in –

  • Burned candle
  • Baby growing to an adult
  • Raw meat cooking
  • Burning of wood or paper
  • Rusting of iron
  • Souring of milk, etc.

 

Mention the change caused by rainfall and sunshine on –

7. The ground

8. The flowers and grasses

9. The school’s well

10. Grass growing

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11. Opening the window

12. Human body

 

Take Quiz Test Online – Changes Around Us Primary 4 BST Quizzes 

 

 

WORKBOOK

WEEKLY ASSESSMENT (TEST)

1. __________ is when something becomes different.

A. Change

B. Permanent change

C. Temporary change

 

2. There are  __________ of change.

A. 1

B. 2

C. 3

 

 

3. __________ change is irreversible.

A. Temporary

B. Permanent

C. Reversible

 

4. __________ change is reversible.

A. Temporary

B. Permanent

C. Irreversible

 

5. Burning candle is an example of __________.

A. Temporary

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B. Permanent

C. Reversible

 

6. __________ change s a change that cannot be easily bring back to its original State.

A. Temporary

B. Permanent

C. Reversible

 

7. __________ change is a change that can be easily bring back to its original state.

A. Temporary

B. Permanent

C. Irreversible

 

8. There are __________ process of permanent change.

A. 2

B. 3

C. 4

 

9. __________, __________ and __________ are process of permanent change.

A. Decaying, changing and burning

B. Burning, decaying and growing

C. Growing, decaying and changing

 

10. Baby growing to an adult is an example of __________ change.

A. Temporary

B. Permanent

C. Reversible

 

11. Cooking of raw meat is example of __________ change.

A. Temporary

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B. Permanent

C. Reversible

 

12. __________ is known as permanent change.

A. Change

B. Irreversible change

C. Reversible change

 

13. __________ is called temporary change.

A. Process hange

B. Irreversible change

C. Reversible change

 

14. __________ is known as irreversible change.

A. Process change

B. Temporary change

C. Permanent change

 

15. __________ is called reversible change.

A. Process change

B. Temporary change

C. Permanent change

 

16. Permanent change is reversible.

A. True

B. False

C. Yes

 

17. Temporary change is irreversible.

A. True

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B. False

C. Yes

 

18. Temporary change is reversible.

A. True

B. False

C. No

 

19. Permanent change is irreversible.

A. True

B. False

C. No

 

20. __________ is most often caused by a change in heat.

A. Permanent change

B. Temporary change

C. Process change