Teach-Primary-Issue-19.3

When we first think of chemistry experiments, we might visualise a complicated lab with dangerous chemicals fizzing in beakers. Not exactly child friendly! But there are lots of everyday activities that can help teach your pupils about this area of science, while also imbuing themwith important life skills. Consider the kitchen: there are several interesting experiments using food ingredients and simple equipment that you can complete safely at school. So dig in and turn an ordinary daily task into an exciting investigation of reversible and non-reversible changes. 1 | REVERSIBLE VS IRREVERSIBLE Explain to the class that states of matter can change, and that there are two types of changes that can occur: reversible and irreversible. Ask the pupils to discuss what they think the difference between these two changes is, with a partner. After sharing some ideas, explain that reversible changes are ones that can be undone, with the materials returned to their original state. Irreversible changes to materials are ones that cannot be undone; the original materials cannot return to the state they were in before the change, and sometimes these changes can result in the formation of new materials. Ask the children to turn to their talk partner again and think about some examples of both reversible and irreversible changes. Display the ‘Reversible or irreversible changes?’ document (in resource download) on the whiteboard and complete as a class, discussing each example. Introduce the words reactant (the material before the chemical change) and product (the material after the chemical change). Explain that we are going to be focusing on reversible changes for the rest of this lesson. If you want to include more examples at this point, consider ice>water. START HERE MAIN LESSON WHAT THEY’LL LEARN l The difference between reversible and irreversible changes l Different techniques to separate mixtures l Which ingredients are soluble and insoluble Science This lesson focuses on properties and changes of materials. Assess the children’s prior knowledge by asking who can name the three states of matter. After taking some answers, demonstrate the differences in the particles in a solid, liquid and gas. Gather the pupils into a space and ask them to behave like particles in a solid (standing close together and unable to move). Next, get them to pretend they are a liquid (they can spread out a bit and move around up to an imaginary border). When the children are a gas, space them out further and let them move freely. Explain that today’s lesson will consider materials with different states of matter and the changes that can occur to them. Investigate the concept of solubility by using examples from the kitchen, with Hannah Shaw KS2 LESSON PLAN Liquid Solid Gas purelynutrition.com phunkyfoods.co.uk Wibble wobble, wibble wobble, jelly on a plate 76 | www.teachwire.net