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Science lesson plan · 5th grade (Year 6 in England) · 30 minutes

Reversible and irreversible changes

Materials and their properties

CCSS NGSS.2-PS1-4CCSS NGSS.5-PS1-4England: KS2 Y5 Properties and changes of materials

Objective and success criteria

Students will: Reversible and irreversible changes.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Dissolving and solutions

Leads to: Conservation of mass

Materials: A tray of everyday objects, Sorting hoops, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Dissolving and solutions). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is rice soluble or insoluble in water? (soluble (dissolves in water) / insoluble (does not dissolve)) → insoluble (does not dissolve)Prompt: Imagine stirring it into a glass of water. Would it disappear from view?
  2. 20 g of salt is dissolved in 200 g of water. What is the mass of the solution, in g? → 220 gPrompt: When something dissolves, does it disappear or is it still there?
  3. In salt water, what is the solvent? (salt / salt water / the cup / water) → waterPrompt: The solvent is the liquid that does the dissolving.

Hook · 3 min

  • Pass round objects made of different materials and ask why each one was chosen.
  • Share the objective: Reversible and irreversible changes. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is this change reversible or irreversible: melting butter?
  • Step 1: A reversible change can be undone, like melting, freezing, dissolving and evaporating.
  • Step 2: So the answer is: reversible
  • Answer: reversible
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Is this change reversible or irreversible: mixing vinegar and bicarbonate of soda (baking soda)? (reversible / irreversible) → irreversiblePrompt: Could you get the starting material back?
  2. Which change is reversible? (boiling water into steam / mixing vinegar and bicarbonate of soda (baking soda) / baking a cake / cooking an egg) → boiling water into steamPrompt: Changes of state and dissolving can be reversed.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. How could you get salt back after dissolving it in water? (evaporate the water / filter it / burn it / freeze it) → evaporate the waterPrompt: Leave it somewhere warm and wait.
  2. Which change is reversible? (mixing vinegar and bicarbonate of soda (baking soda) / cooking an egg / melting chocolate / burning wood) → melting chocolatePrompt: Changes of state and dissolving can be reversed.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Dissolving and solutions.
  • Use concrete materials: a tray of everyday objects.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Conservation of mass.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.

Free lesson plan from eurekami.com/lesson-plan-builder

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Reversible and irreversible changes

Name

Date

Score/ 6

  1. Question 1

    How could you get salt back after dissolving it in water?

    • A. evaporate the water
    • B. burn it
    • C. filter it
    • D. freeze it

  2. Question 2

    Which change is irreversible?

    • A. dissolving salt in water
    • B. melting butter
    • C. boiling water into steam
    • D. baking a cake

  3. Question 3

    Is this change reversible or irreversible: dissolving salt in water?

    • A. reversible
    • B. irreversible

  4. Question 4

    Which change is reversible?

    • A. an iron nail rusting
    • B. burning wood
    • C. freezing water into ice
    • D. toasting bread

  5. Question 5

    Is this change reversible or irreversible: boiling water into steam?

    • A. reversible
    • B. irreversible

  6. Question 6

    Why is burning a candle wick irreversible?

    • A. It can be turned back into a wick by cooling
    • B. Nothing new is made
    • C. The wick only melts
    • D. New substances such as carbon dioxide and ash form

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Answer key: Reversible and irreversible changes

  1. 1. A. evaporate the water

  2. 2. D. baking a cake

  3. 3. A. reversible

  4. 4. C. freezing water into ice

  5. 5. A. reversible

  6. 6. D. New substances such as carbon dioxide and ash form