| Objectives | Students will be able to: (1) define melting, freezing, boiling, condensation; (2) measure temperature during phase changes; (3) graph data. |
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| Materials | Ice, thermometer, beaker, hot plate, graph paper. |
| Key vocabulary | melt, freeze, boil, condense, melting point, boiling point |
| Engage (starter) | (10 min) Heat ice in a beaker. “Watch the temperature – it stays at 0°C until all ice melts, then rises to 100°C to boil.” |
| Develop (main) | (35 min) 1. Conduct a teacher‑led demo or small group experiment (if safe). Record temperature every minute. 2. Plot a simple line graph. 3. Discuss plateaus. 4. Draw a diagram showing phase changes. 5. Write a conclusion. |
| Plenary (close) | (10 min) Share graphs; discuss why the temperature stays constant during a phase change. |
| Assessment | Graph correct; conclusion mentions melting and boiling points. |
| Teacher notes | Safety: teacher handles hot plate. |
| Objectives | Students will be able to: (1) differentiate between mixture and solution; (2) separate mixtures using filtering and sieving; (3) create a mixture and a solution. |
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| Materials | Sand, salt, water, beakers, filter paper, funnel, sieve, spoons. |
| Key vocabulary | mixture, solution, dissolve, filter, sieve, soluble, insoluble |
| Engage (starter) | (10 min) Mix sand and water, and salt and water. “Which one dissolves? Which can you separate?” |
| Develop (main) | (35 min) 1. Children make both mixtures. 2. Filter the sand mixture – sand stays, water passes. 3. Salt mixture – can’t filter (solution). Could evaporate water. 4. Draw and label the process. 5. Write: “A solution is different from a mixture because ___.” |
| Plenary (close) | (10 min) Quiz: “Is a cup of sweet tea a mixture or solution?” (Solution) |
| Assessment | Experiment successful; explanation correct. |
| Teacher notes | Evaporation of salt water can be left to crystallise. |
| Objectives | Students will be able to: (1) define energy; (2) name forms (light, heat, sound, kinetic, potential, electrical); (3) match sources to uses. |
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| Materials | Energy form cards, pictures of sources (sun, battery, food, generator). |
| Key vocabulary | energy, kinetic, potential, light, heat, sound, electrical |
| Engage (starter) | (10 min) Jump up and down. “You have energy! Where does it come from? Food! Energy is the ability to do work.” |
| Develop (main) | (35 min) 1. Discuss forms with examples. 2. Match energy source to form. 3. Create a mind map: “Energy” in centre, forms branching out. 4. Draw an example of each form. 5. Write a sentence: “The sun gives us ___ energy.” |
| Plenary (close) | (10 min) Energy charades: act out a form, others guess. |
| Assessment | Mind map complete; matching correct. |
| Teacher notes | Link to everyday life. |
| Objectives | Students will be able to: (1) define a circuit; (2) build a simple circuit (battery, wires, bulb); (3) draw circuit symbols. |
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| Materials | Batteries, wires, bulbs, holders, switches (optional), circuit symbol chart. |
| Key vocabulary | circuit, battery, wire, bulb, switch, conductor, insulator |
| Engage (starter) | (10 min) Light a bulb with a battery and wire. “How does electricity flow? In a circle – a circuit!” |
| Develop (main) | (35 min) 1. Explain components. 2. Children build a simple circuit to light a bulb. 3. Add a switch (if available). 4. Draw the circuit using symbols. 5. Write: “A circuit must be ___ (complete) for the bulb to light.” |
| Plenary (close) | (10 min) Who can add a switch first? |
| Assessment | Circuit works; diagram correct. |
| Teacher notes | Safety: never connect directly to mains. |
| Objectives | Students will be able to: (1) define conductor and insulator; (2) test materials for conductivity; (3) classify materials. |
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| Materials | Simple circuit tester, various objects (metal, plastic, wood, rubber), recording sheet. |
| Key vocabulary | conductor, insulator, test, metal, plastic |
| Engage (starter) | (10 min) “Will electricity flow through a paper clip? What about a rubber band? Let’s test!” |
| Develop (main) | (35 min) 1. Use the circuit tester: if bulb lights, material is a conductor. 2. Test a range of materials. 3. Record in table: Material, Conductor or Insulator. 4. Classify. 5. Write a conclusion: “Metals are ___; plastics are ___.” |
| Plenary (close) | (10 min) Discuss safety: why are wires covered in plastic? |
| Assessment | Table correct; conclusion accurate. |
| Teacher notes | Link to household wiring safety. |