Grade 5 Science — Term 2, Week 3
5 day-plan(s) · WeLearn JA SCI T2 G5
Day 1: Physical Changes
Grade 5 Science · Term 2, Week 3 · 60 minutes
| Objectives | Recognise physical changes where no new material forms. |
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| Materials | Ice, paper, dough |
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| Key vocabulary | physical change, shape, state, reversible, same |
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| Engage (starter) | "When we tear paper, is it still paper?" |
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| Develop (main) | Interactive: make physical changes (tearing, folding, melting); note the material stays the same; tap-to-reveal physical change. |
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| Plenary (close) | Give an example of a physical change. |
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| Assessment | Recognises physical changes. |
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| Teacher notes | No new substance forms. |
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Day 2: Changes of State Are Reversible
Grade 5 Science · Term 2, Week 3 · 60 minutes
| Objectives | Show that melting, freezing, and evaporating are reversible. |
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| Materials | Ice, water, warm and cool spots |
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| Key vocabulary | melt, freeze, evaporate, condense, reversible |
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| Engage (starter) | "Can we get the ice back after it melts?" |
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| Develop (main) | Interactive: melt then refreeze water; evaporate then condense; show the change reverses; tap-to-reveal reversibility. |
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| Plenary (close) | Is melting a reversible change? |
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| Assessment | Shows reversible changes. |
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| Teacher notes | Links to changes of state. |
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Day 3: Dissolving Is Reversible
Grade 5 Science · Term 2, Week 3 · 60 minutes
| Objectives | Show that dissolving can be reversed by evaporation. |
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| Materials | Salt water, evaporation dish, sunny spot |
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| Key vocabulary | dissolve, evaporate, recover, reversible |
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| Engage (starter) | "Can we get the salt back from the water?" |
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| Develop (main) | Interactive: dissolve salt then evaporate the water to recover it; discuss reversibility; tap-to-reveal recovery. |
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| Plenary (close) | How do we reverse dissolving? |
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| Assessment | Shows reversible dissolving. |
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| Teacher notes | Connects dissolving and evaporation. |
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Day 4: Investigating Reversible Changes
Grade 5 Science · Term 2, Week 3 · 60 minutes
| Objectives | Plan an investigation of a reversible change. |
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| Materials | Materials for a chosen change, chart |
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| Key vocabulary | reversible, investigate, predict, observe |
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| Engage (starter) | "Which of these changes can we undo?" |
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| Develop (main) | Interactive: plan and carry out a test of a reversible change; predict, observe, and record; tap-to-reveal the results. |
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| Plenary (close) | Name a change you reversed. |
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| Assessment | Investigates reversibility. |
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| Teacher notes | Reinforce careful observation. |
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Day 5: Review: Reversible Changes
Grade 5 Science · Term 2, Week 3 · 60 minutes
| Objectives | Consolidate physical and reversible changes. |
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| Materials | Change cards, review stations |
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| Key vocabulary | review, physical, reversible |
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| Engage (starter) | "Reversible change challenge!" |
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| Develop (main) | Interactive: sort changes as reversible and identify physical changes at review stations. |
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| Plenary (close) | Give an example of a reversible change. |
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| Assessment | Station accuracy. |
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| Teacher notes | Sets up irreversible changes. |
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