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Science lesson plan · 5th grade (Year 6 in England) · 60 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 · 6 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 jelly crystals soluble or insoluble in water? (soluble (dissolves in water) / insoluble (does not dissolve)) → soluble (dissolves in water)Prompt: Imagine stirring it into a glass of water. Would it disappear from view?
  2. 30 g of salt is dissolved in 100 g of water. What is the mass of the solution, in g? → 130 gPrompt: When something dissolves, does it disappear or is it still there?
  3. In salt water, what is the solvent? (salt / the cup / salt water / water) → waterPrompt: The solvent is the liquid that does the dissolving.

Hook · 6 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 · 12 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 · 12 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: melting chocolate? (reversible / irreversible) → reversiblePrompt: Could you get the starting material back?
  2. Which change is irreversible? (melting butter / boiling water into steam / an iron nail rusting / freezing water into ice) → an iron nail rustingPrompt: Changes of state and dissolving can be reversed.

You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Is this change reversible or irreversible: an iron nail rusting? (reversible / irreversible) → irreversiblePrompt: Could you get the starting material back?
  2. Which change is reversible? (toasting bread / boiling water into steam / cooking an egg / mixing vinegar and bicarbonate of soda (baking soda)) → boiling water into steamPrompt: 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/ 8

  1. Question 1

    Melted candle wax sets hard again when it cools. This change is…

    • A. a chemical reaction
    • B. reversible
    • C. irreversible
    • D. burning

  2. Question 2

    Which change is reversible?

    • A. boiling water into steam
    • B. toasting bread
    • C. baking a cake
    • D. cooking an egg

  3. Question 3

    Is this change reversible or irreversible: melting chocolate?

    • A. reversible
    • B. irreversible

  4. Question 4

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

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

  5. Question 5

    Which change is irreversible?

    • A. freezing water into ice
    • B. melting chocolate
    • C. dissolving salt in water
    • D. baking a cake

  6. Question 6

    Is this change reversible or irreversible: freezing water into ice?

    • A. reversible
    • B. irreversible

  7. Question 7

    Why is burning a candle wick irreversible?

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

  8. Question 8

    Is this change reversible or irreversible: burning wood?

    • A. reversible
    • B. irreversible

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Answer key: Reversible and irreversible changes

  1. 1. B. reversible

  2. 2. A. boiling water into steam

  3. 3. A. reversible

  4. 4. A. evaporate the water

  5. 5. D. baking a cake

  6. 6. A. reversible

  7. 7. A. New substances such as carbon dioxide and ash form

  8. 8. B. irreversible