Basic Scienceccc.docx

LESSON PLAN WEEK:1
SUBJECT: BASIC SCIENCE
THEME: ENERGY
TOPIC: RENEWABLE AND NON-RENEWABLE
ENERGY
SUB – TOPIC: DEPLETION OF OZONE LAYER
DATE:
TIME:
DURATION: 35 MINUTES
CLASS: JSS 1
NO IN CLASS: 4
AVERAGE AGE: 11
SEX: MIXED
LEARNING
OBJECTIVES:
At the end of this lesson, students should be able to:
1. explain the meaning of renewable and non-
renewable energy;
2. give examples of renewable and non-renewable
energy;
3. state the implication of misuses of non-renewable
energy;
4. describe how energy generation affects the quality
of life.

RATIONALE: There are natural and artificial sources, through
which energy can be generated. In this topic, students
will study the concept of renewable and non-
renewable energy.
PRE –REQUISITE
KNOWLEDGE:
The students are to apply the previous knowledge on
‘ENERGY’ in identifying the different forms of
energy.
LEARNING MATERIALS: Power Point Presentation
REFERENCE
MATERIALS:
Textbooks and online resources
LESSON DEVELOPMENT
STAGES/TIME TEACHER’S
ACTIVITIES
PUPIL’S
ACTIVITIES
LEARNING
POINTS
INTRODUCTION
5MINUTES
To introduce the
Lesson, the teacher as
the following question :
How can we be sure to
never run out of
energy ?
Students are to write
down their idea as
answer to the
question.
It is to be submitted
by the end of the
lesson.
Introduction of the
lesson.
PRESENTATION
STEP I
3 MINUTES
The teacher uses the
power point
presentation to explain.
Students are to
identify and explain
what they see on the
slide.
Meaning and
examples of
renewable and non-
renewable energy.

STEP II
6 MINUTES
power point
Students are to
slide.
Meaning and
examples of
renewable and non-
renewable energy.
STEP III
5 MINUTES
power point
Students are to
slide.
Implication of misuses
of non-renewable
energy
STEP IV
6 MINUTES
power point
Students are to
slide.
Depletion of ozone
layer and its effect.
EVALUATION
4 MINUTES
Debate the pros and
cons of using non-
renewable energy.
(Class discussion)
Students to participate
in the debate
To ascertain the level
of achievement of the
lesson objectives
CONCLUSION
4 MINUTES
1. List the renewable
energy sources. List the
non-renewable sources
of energy. (Teachers
can list these on the
board with help from
students. Ex.
Renewable – solar,
wind, etc.)
2. Explain the
difference between a
renewable and a non-
renewable energy
source. (Class
discussion)
in class discussion.
Conclusion of the
lesson

3. Categorize a list of
sources of energy
(water, wind, coal,
natural gas, etc.) into
the correct categories of
renewable and non-
renewable energy.
(Class discussion)
LESSON NOTE
RENEWABLE AND NON-RENEWABLE ENERGY
Renewable Energy Resources get replenished by nature quickly. A renewable
natural resource is one that can be renewed or replenished in a reasonable amount
of time (in years or a human-life span), once it has been used. Renewable energy is
generated from natural sources (sun, wind, rain, tides, and vegetation) and can be
generated again and again when needed. It is generally replenished naturally. For
example, trees are a renewable resource because once a tree is removed and used, a
new tree can grow in its place
Types of Renewable Natural Resources
1. Solar Energy – The solar energy is a resource as the sun is ever shining, and the
solar energy never runs out.
2. Wind Energy – Wind energy is another renewable resource. We can’t stop the
wind from blowing so it’s ever present, which makes it a renewable resource.
3. Plants – Plants are also used to grow for food and manufacture products. They
are also renewable resources. Trees used for timber and furniture, cotton used for
clothes and fabric and food crops, such as corn and wheat, rice, millet, are planted
and regrown after the harvest is done.
4. Water – Water is very important renewable resource. We can never really use
up the water in the world, but we also can’t have more.

Water is used to get hydroelectric power, which we get from water flowing
through dams.
5. Geothermal Energy – Geothermal is a renewable resource that provides heat
from the earth. ‘Geo’ means ‘earth’ and ‘thermal’ means ‘heat’. All of the
volcanoes on earth that release lava when they erupt are a huge source of
renewable energy.
The heat from within the earth escape in places where there is a crack, usually
where the crust is very thin. Old Faithful in Yellow stone National Park, and other
natural springs and geysers happens because of geothermal energy.
6. Biofuels (Biogas): Biofuel are resources made from living organisms- that is
biological fuels. Ethanol is a biofuel because it comes from corn. Biodiesel is
vehicle fuel made from vegetable oil.
7. Firewood – Firewood, animal dung and peat are burnt for heat.
NON-RENEWABLE ENERGY
Non-renewable energy are sources that will eventually run out and will not be
restored in our lifetimes or even in many, many lifetimes as for these it takes
millions of years to form.
Mostly non-renewable energy sources are fossil fuels: coal, petroleum, and natural
gas.
Carbon is the main element in fossil fuels. It took around 300 million years ago for
fossil fuels to form and that time period is called the Carboniferous Period.
Hundreds of millions of years ago, even the time before the dinosaurs, Earth had a
different continental and oceanic structure. It was covered with wide, seas and
rainforests.
Forest cover, algae and plankton were largely found in these old wetlands. They
absorbed enough sunlight and have created energy through photosynthesis. When
they died, the organisms sunk to the bottom of the sea or lake. Over the years the
dead plants were crushed under the seabed. Sand, stones and other sediment
stacked on top of them, generating high heat and pressure beneath. Hence the plant

and animal remain slowly turned into fossil fuels (coal, natural gas, and
petroleum). Now we have a huge stock of fossil fuel energy everywhere in the
planet.
Differences between Renewable and Nonrenewable Energy Resources
OZONE LAYER DEPLETION
The ozone layer is a region in the earth’s stratosphere that contains high
concentrations of ozone and protects the earth from the harmful ultraviolet
radiations of the sun.
What is an ozone layer?
The ozone layer is mainly found in the lower portion of the earth’s atmosphere. It
has the potential to absorb around 97-99% of the harmful ultraviolet radiations
coming from the sun that can damage life on earth. If the ozone layer was absent,
millions of people would develop skin diseases and may have weakened immune
systems.
However, scientists have discovered a hole in the ozone layer over Antarctica. This
has focused their concern on various environmental issues and steps to control

them. The main reasons for the ozone hole are chlorofluorocarbons, carbon
tetrachloride, methyl bromide and hydrochlorofluorocarbons.
Ozone Layer Depletion
“Ozone layer depletion is the gradual diminishing of the earth’s ozone layer in the
upper atmosphere caused due to the release of chemical compounds containing
gaseous bromine or chlorine from industries or other human activities.”
One chlorine can destroy 100,000 molecules of ozone. It is destroyed more quickly
than it is created.
Causes of Ozone Layer Depletion
The main causes responsible for the depletion of the ozone layer are listed below:
1. Chlorofluorocarbons
Chlorofluorocarbons or CFCs are the main cause of ozone layer depletion. These
are released by solvents, spray aerosols, refrigerators, air-conditioners, etc.
The molecules of chlorofluorocarbons in the stratosphere are broken down by
ultraviolet radiations and release chlorine atoms. These atoms react with ozone and
destroy it.
2. Unregulated Rocket Launches
Researchers say that the unregulated launching of rockets results in much more
depletion of the ozone layer than the CFCs do. If not controlled, this might result in
a huge loss of the ozone layer by the year 2050.
3. Nitrogenous Compounds
The nitrogenous compounds such as NO2, NO, N2O are highly responsible for the
depletion of the ozone layer.
4. Natural Causes
The ozone layer has been found to be depleted by certain natural processes such as
Sun-spots and stratospheric winds. But it does not cause more than 1-2% of the
ozone layer depletion.
The volcanic eruptions are also responsible for the depletion of the ozone layer.
Effects of Ozone Layer Depletion
The major effects of ozone layer depletion on man and environment:

1. Effects on Human Health
Humans will be directly exposed to the harmful ultraviolet radiation of the sun due
to the depletion of the ozone layer. This might result in serious health issues among
humans, such as skin diseases, cancer, sunburns, cataract, quick ageing and weak
immune system.
2. Effects on Animals
Direct exposure to ultraviolet radiations leads to skin and eye cancer in animals.
3. Effects on the Environment
Strong ultraviolet rays may lead to minimal growth, flowering and photosynthesis
in plants. The forests also have to bear the harmful effects of the ultraviolet rays.
4. Effects on Marine Life
Planktons are greatly affected by the exposure to harmful ultraviolet rays. These
are higher in the aquatic food chain. If the planktons are destroyed, the organisms
present in the food chain are also affected.
Solutions to Ozone Layer Depletion
Following are some points that would help in preventing this problem at a global
level:
1. Avoid Using Ozone Depletion Substance
Reduce the use of ozone depleting substances. E.g. avoid the use of CFCs in
refrigerators and air conditioners, replacing the halon-based fire extinguishers, etc.
2. Minimize the Use of Vehicles
The vehicles emit a large amount of greenhouse gases that lead to global warming
as well as ozone depletion. Therefore, the use of vehicles should be minimised as
much as possible.

3. Use Eco-friendly Cleaning Products
Most of the cleaning products have chlorine and bromine releasing chemicals that
find a way into the atmosphere and affect the ozone layer. These should be
substituted with natural products to protect the environment.
4. Use of Nitrous Oxide should be Prohibited
The government should take actions and prohibit the use of harmful nitrous oxide
that is adversely affecting the ozone layer. People should be made aware of the
harmful effects of nitrous oxide and the products emitting the gas so that its use is
minimized at the individual level as well.
Assignment
 Explain how solar energy and wind energy are renewable.
 Differences between renewable and non-renewable energy.
 What are the effects of ozone layer depletion on human health?
 What is the main aim of the Montreal Protocol?
 What are ozone-depleting substances? Give examples.
 What is ozone layer depletion? How does it occur?
Choose the right answer.
1. Which of the following is a renewable resource?
a. Wind b. Petrol c. Coal
2. What is a renewable resource?
a. A resource that is replenished in no time or very little time.
b. A resource that cannot be replenished in a life time or many life times
c. None of the above
3. Which of these is a non-renewable resource?
a. Water b. Wind c. Natural gas
4. Which of the following do u think is environment friendly to produce
electricity?
a. Nuclear Energy b. Hydroelectricity c. Thermal energy (produced from coal)
5. Which of the following can never be used up?
a. Coal b. Wind c. Petroleum
6. Which of the following is not a renewable energy source?

a. Geothermal energy b. Solar energy c. Nuclear energy d. Water energy
e. Wind energy
7. Which of the following is not a non-renewable energy source?
a. Coal b. Crude oil c. Nuclear power d. Tidal power e. Gas
8. Non-renewable energy sources ________
a. are very cheap. b. pollute the environment. c. last a lifetime.
d. are clean e. are none of the above.
9. Renewable energy sources ______
a. are not readily available. b. are very expensive. c. cause pollution
d. last a lifetime. E. las for a period of time.
10. The misuse of non-renewable energy ____
a. causes the breakdown of machines. b. reduces the efficiency of machines.
c. pollutes the environment. d. supports aquatic life e. does not support
friction
11. Most of our energy source depend upon energy which comes from the ____
a. earth b. moon c. sun d. generator e. water
12. An energy source that is being replaced all the time is a ______ energy
source.
a. newable b. good c. bad d. renewable e. solar
13. Which of the following is an implication of the misuse of non-renewable
energy?
a. Making of plastics b. Generating electricity c. Releasing greenhouse gases
d. Heating homes e. Flying aircrafts

LESSON PLAN WEEK: 2
THEME: AIR
TOPIC: AIR AND BURNING
SUB – TOPIC: The Importance of Air to Living and Things
DATE:
TIME:
DURATION: 35 Minutes
CLASS: JSS1
NO IN CLASS: 4 properties, importance
AVERAGE AGE: 11
SEX: MALE
LEARNING
OBJECTIVES:
1. identify the properties of air;
2. mention the importance of air to living things;
3. demonstrate experiment to show that one-fifth
of air aid burning.
RATIONALE: Understanding air in motion is essential because it
help us comprehend natural phenomena like wind
and sound. It also connects with our daily
experiences, especially when we feel the wind or
hear sound.
PRE –REQUISITE
KNOWLEDGE:
The students have basic knowledge of the fact that
air is around us and can be felt.

LEARNING MATERIALS: A box of matches, a candle stick, two balloons, a
meter rule, 2 glass cups.
REFERENCE
MATERIALS:
Textbooks and online resources
LESSON DEVELOPMENT
ACTIVITIES
PUPIL’S
ACTIVITIES
LEARNING
POINTS
INTRODUCTION
5MINUTES
– Begin by asking
pupils if they have felt
the wind before and
what it felt like.
– Define wind as the
movement of air.
Mention that wind can
be gentle or strong and
explain the difference
between wind and
breeze.
– Share their
experiences with the
wind.
– Listen to the
definition and
differences.
Introduction of the
topic.
PRESENTATION
STEP I
3 MINUTES
Guide students to
discuss the effect of air.
in discussing the
effect of air.
Effect of air.
STEP II
6 MINUTES
Guide students to
discuss the importance
of air.
in discussing the
importance of air.
Importance of air.
STEP III
5 MINUTES
Practical on the action
of air and burning.
Participate in the
carrying out the
practical.
Combustion

STEP IV
6 MINUTES
Practical on air and
pressure.
Participate in the
carrying out the
practical.
Air pressure.
EVALUATION
4 MINUTES
Quiz on air and
burning.
in the quiz
To ascertain the level
of achievement of the
lesson objectives
CONCLUSION
4 MINUTES
Explain the following:
1. Properties of air,
2. Importance of air.
LESSON NOTE
AIR
Air is a natural virtue on earth which sustains life. It exists in the atmosphere and it
basically contains a mixture of numerous gases like oxygen, nitrogen and carbon
dioxide in higher proportions and much smaller levels of argon, water vapour, and
other gases. Air also contains bacteria, suspended dust, and spores. However, the
chemistry of air is really fascinating.
Air is a non-visible form of matter which is free-flowing and in the gaseous state.
We cannot see it, taste it but we sometimes smell it. However, air is a known
matter and like all matter, it has weight, is compressible, and takes up space.
Meanwhile, the components of air and its properties are mostly studied in
chemistry as well as in physics.
Important Uses of Air
Air is a natural resource and is available abundantly. When we talk about the uses
of air, the first thing that we can say that it is the most important element that
supports the vitality and well-being of all living things on the earth. Having said
that, just like water, air is very useful and it has a lot of applications.
1. Sustain life and growth

2. Combustion
3. Maintaining Temperature
4. Supplier of Energy
5. Photosynthesis
Sustain Life and Growth
Air consists one of the main life-sustaining gas called oxygen. Almost all living
things breathe in and breathe out this air. Nitrogen and Carbon dioxide are also
other gases that are vital for plants and their growth.
Combustion
Apart from this, air supports burning or combustion. The oxygen present in air help
in burning of the fuels to basically carry out activities like cooking food, running
industries and vehicles as well as generating heat and electricity.
Temperature Control
Another important aspect of air is that it helps in maintaining the temperature on
the earth surface by circulating hot and cold air. Air acts as a conductor of heat as
well. Even phenomena such as water cycle are dependent on air.
Supplier of Energy
Air which consists of energy is one of the main suppliers of energy. Living things
are made up of cells and these cells extract oxygen within the blood to produce
energy usually in the form of ATP. This biochemical generation of ATP is
essential to maintain life on the earth.
Photosynthesis
Carbon dioxide, which is a component of air is used by plants during the process of
photosynthesis. Here oxygen is also released by plants. And we already know how
vital oxygen is.
Properties of Air
1. Air has weight.
2. Air occupies space.
3. Air exert pressure.
EXPERIMENT: AIR AND BURING
Equipment required (per set):
Gas jar and lid, Candle in tray, Splint, Heatproof mat

PROCEDURE
 The candle should be lit and placed on a heatproof mat.
 An upturned empty and dry gas jar should be placed over the candle.
 Ensure there is no gap under the jar where gas can get through.
 After a few seconds the candle will go out because it will have used up all of
the oxygen in the jar.

LESSON PLAN WEEK:3
THEME: MATERIALS AND THEIR STRUCTURES
TOPIC: ELEMENTS, ATOMS AND COMPONDS
SUB – TOPIC: MODEL OF ATOMS
DATE:
TIME:
CLASS: JSS 1
NO IN CLASS: 4
AVERAGE AGE: 11
SEX: MIXED
LEARNING
OBJECTIVES:
1. identify elements and compounds shown in
diagrams;
2. recognize elements and compounds from their
formula;
3. explain the difference between elements and
compounds;
4. learn about the Periodic Table;

RATIONALE: Students have previously learnt about matter. This
topic will teach the students about the nature of
matter.
PRE –REQUISITE
KNOWLEDGE:
Students have learnt about matter and that it is made
up of atoms, molecules and ions.
LEARNING MATERIALS: Power point slide explaining the nature of atoms,
elements and compounds.
REFERENCE
MATERIALS:
Textbooks, PowerPoint slide and online resources
LESSON DEVELOPMENT
ACTIVITIES
PUPIL’S
ACTIVITIES
LEARNING
POINTS
INTRODUCTION
5MINUTES
At the beginning of the
lesson, the class will do
a Think-Pair-Share to
discuss the objective.
1. Give each pair of
students a bag
containing either the
mixture or the
compound.
2. Ask them to separate
the substance on the
table.
Ask the students to
explain how they
separated their
substance.
Talk about why some
groups could not
separate their
substances.
Introduction of the
lesson

PRESENTATION
STEP I
3 MINUTES
Explains the meaning of
atoms, elements,
compounds and
molecules.
Students are to write
down key definitions
Understand the Key
Definitions
STEP II
6 MINUTES
Atoms of the same
element in diagrams
will be drawn as the
same size and they will
be the same colour (as
shown in diagram 2).
If the atoms are of
different elements they
will be a different
colour or size (as shown
in diagram 3).
Students to decide
whether the substance
is an element or a
compound.
Diagrams of Different
Substances
STEP III
5 MINUTES
Explains that elements
and compounds are not
always displayed as
diagrams. Symbols are
used to represent
elements and each
element from the
periodic table has a
symbol. This symbol
can be made up of one
or two letters but it
Identify elements and
their symbols on the
periodic table.
Symbols

always starts with a
capital letter. For
example, the symbol for
nitrogen is N and the
symbol for lithium is
Li.
Ensure students take
extra care when writing
down the symbols of
elements in the periodic
table, paying close
attention to whether the
letters should be in
upper or lower case.
STEP IV
6 MINUTES
Administers these
activities to the
students.
1) Element
2a) Molecule,
compound
b) Atom, element
c) Molecule, element
d) Molecule, compound
e) Molecule, element
3a) Element
b) Compound
Try these questions
together to see if they
can identify the
differences between
elements and
compounds:
1) What substance is
made from only one
type of atom? An
element or a
compound?
2) Look at the
following diagrams
and state whether the
substance is firstly an
atom or a molecule
and state if it is an
Identify the Difference
Between Elements and
Compounds

c) Compound
d) Element
e) Compound
f) Element
element or a
compound:
A. B. C.
D. E.
3) Are the following
elements or
compounds?
a) C b) CuO
c) NaF d) Ne
e) H 2 O f) He
EVALUATION
4 MINUTES
Administer Assessment
3.
Solve Assessment 3 Evaluation of lesson.
CONCLUSION
4 MINUTES
Key words are
explained.
Ask question. Conclusion of the
lesson.
ASSESSMENT 3
1. What are atoms?
2. If there are 94 different kinds of naturally occurring atoms, how many different
naturally occurring elements are there?
3. What are the names of the elements with the symbols Mg, Be, Li and N?
4. Find the symbols for the elements aluminium, boron, fluorine and potassium.

5. which element has atoms with the smallest masses?
6. Which of the elements in the first 20 elements of the Periodic Table has atoms
with the greatest mass?
7. Give the names (not symbols) of two elements in the same period as
magnesium.
8. Give the symbols (not names) of two elements in the same group as helium.
9. Describe two ways in which sodium chloride is different from sodium.
10. Describe two ways in which sodium chloride is different from chloride.
11. Which two elements are combined in sodium chloride?
12. Which two elements are combined in hydrogen sulfide?
13. Which two elements are combined in magnesium oxide?
14. A student wrote this name for a compound made of calcium and sulfur: sulfur
calcium
What is wrong with this name? Write the correct name for the compound.
15. Which three elements are combined in calcium nitrate?
16. Which three elements are combined in magnesium carbonate?
17. Which three elements are combined in lithium sulfate?
18. Which of these substances are elements, and which are compounds?
K O2 NaCl Al Ca CaCl2 H2
19. The formula for water is H2 O
a. Which two elements are combined in water?
b. What does the formula tell you about the numbers of each kind of atom that are
combined together?
20. Suggest the names of the compounds with these formulae:

a. MgO b. NaCl c. CaCl2
21. The formula for sodium hydroxide is NaOH; the formula for potassium
hydroxide is KOH.
Which two elements do you think are contained in all hydroxide?
22. What is the name of the compound with the formula LiOH?
23. How many different elements are combined together in LiOH?
LESSON NOTE
ELEMENTS, ATOMS AND COMPONDS
An atom is the smallest particle that can exist. Everything is made from atoms.
Atoms are shown in diagrams as small circles.
Types of atom
There are many different types of atoms. Scientists have discovered 94 different
types of atom that occurs naturally in the universe. Another 24 kinds of atoms have
been made in laboratories
An element is made up of one type of atom only. For example, a piece of pure
copper is made up of only of copper atoms. There are 118 known elements on
Earth and they are all listed in the periodic table.
A compound is a substance made up of two or more atoms of different elements
chemically joined (or bonded) together. For example, carbon dioxide gas (CO2)
consists of one carbon atom and two oxygen atoms bonded together.
A molecule describes two or more atoms bonded together (all compounds are
molecules and some elements are too).

The atoms of some elements, like Neon, do not join together and instead exist on
their own as individual atoms (they are not molecules). The atoms of other
elements, however, like Hydrogen join together as pairs, making a molecule.
Periodic Table
Scientist have developed a very useful way of arranging elements. This is called
the Periodic Table.
The full Periodic Table contains 118 known elements. However, you are just going
to look at the first 20 elements.
Symbols
Elements and compounds are not always displayed as diagrams. Symbols are used
to represent elements and each element from the periodic table has a symbol. This
symbol can be made up of one or two letters but it always starts with a capital
letter. For example, the symbol for nitrogen is N and the symbol for lithium is Li.

A formula is a shorthand way of showing the elements in a compound. The
formula for sodium chloride is NaCl. This compound must be made up of two
elements as there are two capital letters present in the formula. By consulting the
periodic table, you can discover that this compound is made up of one sodium
atom (Na) and one chlorine atom (Cl). Another compound, potassium oxide has
the formula K 2O. It consists of two potassium atoms (symbol K) and one oxygen
atom (symbol O).
Periods and Groups
The Periodic Table is organized into rows and columns. The rows are called
periods. The columns are called groups.
Naming Compounds
There are important rules to remember when naming compounds.
1. If the compound contains a metal, then the name of the metal comes first in the
name of the compound.
2. If the compound contains a non-metal, the name of the non-metal is usually
changed. For example, the compound made from sodium (a metal) and chloride (a
non-metal) is not sodium chlorine, but sodium chloride.
3. When two elements form a compound the name often ends in ‘ide’
STUDENTS PROJECT
Making models of articles
Students are to make models of at least five of the compounds mentioned in this
topic.

LESSON PLAN WEEK:4
THEME: CHANGES TO MATERIALS
TOPIC: REACTIONS
SUB – TOPIC: PHYSICAL AND CHEMICAL REACTIONS
DATE:
TIME:
CLASS: JSS 1
NO IN CLASS: 4
AVERAGE AGE: 11
SEX: MIXED
LEARNING
OBJECTIVES:
1. students will be able to explain that for a
chemical reaction to take place, the bonds between
atoms in the reactants are broken;
2. students will be able to explain that the atoms
rearrange, and new bonds between the atoms are
formed to make the products.
3. students will also be able to explain that in a
chemical reaction, no atoms are created or
destroyed.
RATIONALE: This topic will help students have a better
understanding on the law of conservation of matter.

PRE –REQUISITE
KNOWLEDGE:
Students have previously learnt that elements or
molecules joins together to form a compound e.g.
H2O
LEARNING MATERIALS:  Tea light candle or another small stable
candle
 Matches
 Glass jar, large enough to be placed over
the candle
 Atom cut-outs from the activity sheet
 Sheet of colored paper or construction paper
 Colored pencils
 Scissors
 Glue or tape
REFERENCE
MATERIALS:
LESSON DEVELOPMENT
ACTIVITIES
PUPIL’S
ACTIVITIES
LEARNING
POINTS
INTRODUCTION
5MINUTES
Review what
happens during
a physical
change and
introduce the
idea of chemical
change.
Tell students that
previously they have
Participate in recalling
previous lesson on
change of state of
matter and, Atoms,
Elements and
Compounds
Introduction of the
lesson

studied about atoms,
elements and
compounds. When
atoms and molecules
speed up or slow
down, that is a
physical change.
When they change
state from liquid to
solid or from gas to
liquid, that is a
physical change.
When a substance is
dissolved by water or
some other solvent, a
new substance has not
really been formed.
The ions or molecules
can still come back
together to form the
original substance.
Let students know
that in this lesson they
will explore what
happens during a
chemical change. In a
chemical change, the
atoms in the reactants
rearrange themselves
and bond together
differently to form
one or more new
products with
different
characteristics than
the reactants. When a
new substance is
formed, the change is

called a chemical
change.
PRESENTATION
STEP I
3 MINUTES
Demonstrate
Experiment 1
Participate in carrying
out Experiment 1
Reactants, products,
and chemical reaction
STEP II
6 MINUTES
Demonstrate
Experiment 2
out Experiment 2
Oxygen is necessary
for burning
(combustion)
STEP III
5 MINUTES
Demonstrate
Experiment 3
out Experiment 3
Explaining the law of
conservation of mass
STEP IV
6 MINUTES
Demonstrate Practical Participate in carrying
out Practical
Model to show that in
a chemical reaction
EVALUATION
4 MINUTES
4.
Solve Assessment 4. Evaluation of lesson.
CONCLUSION
4 MINUTES
Key words are
explained.
Ask question. Conclusion of the
lesson.
1. As a demonstration, light a candle and explain what is happening
using the terms reactants, products, and chemical reaction.
Explain that in most chemical reactions, two or more substances, called
reactants, interact to create different substances called products. Tell

students that burning a candle is an example of a chemical reaction.
Procedure
1. Carefully light a tea light candle or other small candle.
2. Keep the candle burning as you ask students the questions below.
You will put the candle out in the second part of the
demonstration.
Expected Results
The wick will catch on fire and the flame will be sustained by the chemical
reaction.
The following question is not easy, and students are not expected to
know the answer at this point. However, thinking about a candle burning
in terms of a chemical reaction is a good place to start developing what it
means when substances react chemically.
Ask students:
• What do you think are the reactants in this chemical reaction?
Wax and oxygen from the air are the reactants.
Students often say that the string or wick is burning. It is true that the
string of the wick does burn but it’s the wax on the string and not so
much the string itself that burns and keeps the candle flame burning.
Explain that the molecules that make up the wax combine with oxygen
from the air to make the products carbon dioxide and water vapor.
Point out to students that this is one of the major characteristics of a
chemical reaction:
In a chemical reaction, atoms in the reactants combine in new and
different ways to form the molecules of the products.
Students may be surprised that water can be produced from combustion.
Since we use water to extinguish a fire, it may seem strange that water is
actually produced by combustion. You may want to let students know that
when they metabolize or “burn” food in their bodies, they also produce
carbon dioxide and water.
2. Place a jar over the candle to help students realize that oxygen is a
reactant in the burning of a candle.

Remind students that air is a mixture of gases. Explain that when
something burns, it reacts with the oxygen in the air.
Ask students to make a prediction:
• Will the candle still burn if one of the reactants (wax or
oxygen) is no longer available?
Students may guess that the candle will not burn because
both
reactants are required for the chemical reaction to continue.
Procedure
1. Carefully place a glass jar over the lit candle.
Expected Results
The flame goes out.
Ask students:
• Why do you think the flame goes out when we put a jar over the
candle?
Placing a jar over the candle limits the amount of oxygen in the air
around the candle. Without enough oxygen to react with the wax,
the chemical reaction cannot take place and the candle cannot burn.
 When a candle burns for a while, it eventually gets smaller and
smaller. Where does the candle wax go?
When a candle burns, the candle wax seems to “disappear.” It
doesn’t really disappear: It reacts chemically, and the new products
go into the air.
Note: Some curious students may ask what the flame is made of. This is a
great question and not trivial to answer. The flame is burning wax vapor.
The light of the flame is caused by a process called chemiluminescence.
Energy released in the chemical reaction makes electrons from different
molecules move to a higher energy state. When the electrons come back
down, energy is released in the form of light.

EXPLAIN
3. Introduce the chemical equation for the combustion of methane and
explain that atoms rearrange to become different molecules.
Explain to students that wax is made of long molecules called paraffin
and that paraffin is made up of only carbon atoms and hydrogen atoms
bonded together. Molecules made of only carbon and hydrogen are
called hydrocarbons. Tell students that you will use the simplest
hydrocarbon (methane) as a model to show how the wax, or any other
hydrocarbon, burns.
Project the image Methane and Oxygen React.
www.acs.org/middleschoolchemistry/simulations/chapter6/lesson1.html
Show students that there is methane and oxygen on the left side of the
chemical equation and carbon dioxide and water on the right side.
Explain that the molecules on the left side are the reactants and the ones
on the right side are the products. When the candle was burning, the
paraffin reacted with oxygen in the air to produce carbon dioxide and
water, similar to the chemical reaction between methane and oxygen.
Explain to students that the chemical formula for methane is CH4. This
means that methane is made up of one carbon atom and four hydrogen
atoms.
Show students that the other reactant is two molecules of oxygen gas.
Point out that each molecule of oxygen gas is made up of two oxygen
atoms bonded together. It can be confusing for students that oxygen the
CH4
methane
2O2
oxygen
CO2
carbon dioxide
2H2O
water
+ +

atom, and oxygen the molecule, are both called oxygen. Let students
know that when we talk about the oxygen in the air, it is always the
molecule of oxygen, which is two oxygen atoms bonded together, or O2.
Ask students:
• Where do the atoms come from that make the carbon dioxide
and the water on the right side of the equation?
The atoms in the products come from the atoms in the reactants. In a
chemical reaction, bonds between atoms in the reactants are broken
and the atoms rearrange and form new bonds to make the products.
Note: Leave this equation projected throughout the activity in the Explore
section of this lesson. Students will need to refer to it as they model the
chemical reaction.
Give Each Student an Activity Sheet.
Students will record their observations and answer questions about the
activity on the activity sheet. The Explain It with Atoms and Molecules and
Take It Further sections of the activity sheet will either be completed as a
class, in groups, or individually, depending on your instructions. Look at
the teacher version of the activity sheet to find the questions and
answers.
EXPLORE
4. Have students make a model to show that in a chemical reaction the
atoms of the reactants rearrange to form the products.
Question to Investigate
Where do the atoms in the products of a chemical reaction
come from?
Materials for Each Student
• Atom model cut-outs (carbon, oxygen, and hydrogen)
• Sheet of colored paper or construction paper
• Colored pencils

• Scissors
• Glue or tape
Procedure
Prepare the Atoms
1. Color the carbon atoms black, the oxygen atoms red, and leave the
hydrogen atoms white.
2. Use scissors to carefully cut out the atoms.
Build the Reactants
3. On a sheet of paper, place the atoms
together to make the molecules of the
reactants on the left side of the chemical
equation for the combustion of methane.
4. Write the chemical formula under each
molecule of the reactants. Also draw a “+”
sign between the reactants.
After you are sure that students have made and written the formula for
the reactant molecules, tell students that they will rearrange the atoms in
the reactants to form the products.
Build the Products
5. Draw an arrow after the second oxygen molecule to show that a
chemical reaction is taking place.
6. Rearrange the atoms in the reactants to make the molecules in
the products on the right side of the arrow.
7. Write the chemical formula under each molecule of the products.
Also draw a “+” sign between the products.
Tell students that in a chemical reaction, the atoms in the reactants come
apart, rearrange, and make new bonds to form the products.
Represent the Chemical Equation
8. Have students use their remaining atoms to make the reactants

again to represent the chemical reaction as a complete chemical
equation.
9. Glue or tape the atoms to the paper to make a more permanent
chemical equation of the combustion of methane.
EXPLAIN
6. Help students count the number of atoms on each side of the equation.
Project the animation Combustion of Methane.
www.acs.org/middleschoolchemistry/simulations/chapter6/lesson1.html
Show students that the atoms in methane and oxygen need to come apart
like in their models. Also point out that the atoms arrange themselves
differently and rebond to form new products. This is also like their model.
Be sure that students realize that the atoms in the products only come
from the reactants. There are no other atoms available. No new atoms are
created, and no atoms are destroyed.
Note: Explain to students that chemical reactions are more complicated
than the simplified model shown in the animation. The animation shows
that bonds between atoms in the reactants are broken, and that atoms
rearrange and form new bonds to make the products.
In reality, the reactants need to collide and interact with each other in
order for their bonds to break and rearrange. Also, the animation shows all
of the atoms in the reactants coming apart and rearranging to form the
products. But in many chemical reactions, only some bonds are broken,
and groups of atoms stay together as the reactants form the products.
Guide students as you answer the following question together:
• How many carbon, hydrogen, and oxygen atoms are in the
reactants compared to the number of carbon, hydrogen, and
oxygen atoms in the products?
Show students how to use the big number (coefficient) in front of the
molecule and the little number after an atom of the molecule
(subscript) to count the atoms on both sides of the equation. Explain

to students that the subscript tells how many of a certain type of
atom are in a molecule. The coefficient tells how many of a particular
type of molecule there are. So if there is a coefficient in front of the
molecule and a subscript after an atom, you need to multiply the
coefficient times the subscript to get the number of atoms.
For example, in the products of the chemical reaction there are
2H2O. The coefficient means that there are two molecules of water.
The subscript means that each water molecule has two hydrogen
atoms. Since each water molecule has two hydrogen atoms and
there are two water molecules, there must be 2 x 2 = 4 hydrogen
atoms.
Note: The coefficients indicate the ratios of the numbers of molecules in a
chemical reaction. It is not the actual number as in two molecules of
oxygen and one molecule of methane since there are usually billions of
trillions of molecules reacting. The coefficient shows that there are twice
as many oxygen molecules as methane molecules reacting. It would be
correct to say that in this reaction there are two oxygen molecules for
every methane molecule.
7. Explain that mass is conserved in a chemical reaction.
Ask students:
• Are atoms created or destroyed in a chemical reaction?
No.
• How do you know?
There are the same number of each type of atom on both the
reactant side and the product side of the chemical equation we
Atoms Reactant
side
Product
side
Carbon 1 1
Hydrogen 4 4
Oxygen 4 4

explored.
• In a physical change, like changing state from a solid to a liquid,
the substance itself doesn’t really change. How is a chemical
change different from a physical change?
In a chemical change, the molecules in the reactants interact to form
new substances. In a physical change, like a state change or
dissolving, no new substance is formed.
Explain that another way to say that no atoms are created or
destroyed in a chemical reaction is to say, “Mass is conserved.”
LESSON NOTE
CHEMICAL AND PHYSICAL PROPERTIES
The physical properties of a substance are features such as:
 what color it is
 if it is a solid, liquid or gas;
 what its boiling or melting temperature is;
 if it is heavy or light.
The chemical properties of a substance are features such as:
 how acidic or alkaline it is;
 how it reacts with water, acid or metals,
 how readily it reacts.
CHEMICAL CHANGES
Chemical changes are different from physical changes.
In a physical change, no new substance is formed. For example, melting of ice,
cutting vegetables and melting butter.
In a chemical change, new substances are formed. For example, staled food, rotting
food, fermenting, charcoal burning in a grill, and plant decaying.

Explanation:
Rotting food: This would be a chemical change, because it's not reversible and
involves changing the bonds of chemicals in the food. The resulting rotten food is
chemically different than the initial, non-rotten food.
Fermenting: This is when microorganisms like yeast break down molecules like
glucose—which is a chemical change, because glucose is being chemically altered.
Charcoal burning in a grill: Most times, when something is burning, it is a
chemical change. Here, charcoal burning in a grill would be a combustion reaction
which produces carbon dioxide and water.
Decaying plant: Another chemical reaction, because this reaction is non-
reversible. Also, because the decomposition of the plant changes the chemical
formulas of the compounds in the plant.
Cutting vegetables: Physical, because no bonds are being formed or broken. Only
the shape of the substance is changed.
Melting butter: Physical. Butter is changing from a solid to a liquid here, but it's
still butter—this means that no chemical changes are happening.
ASSESSMENT 4
1. Which of the following is a physical change?
(a) Rusting of iron (b) Combustion of magnesium ribbon
(c) Burning of candle (d) Melting of wax
2. Which of the following is a chemical change?
(a) Twinkling of stars (b) Cooking of vegetables
(c) Cutting of fruits (d) Boiling of water
3. A chemical change may involve –
(a) change in colour only (b) change in temperature only
(c) evolution of gas only (d) any or all of the above
4. Which of the following is/are true when milk changes into curd?
(i) Its state is changed from liquid to semi solid.
(ii) It changes colour.
(iii) It changes taste.

(iv) The change cannot be reversed.
Choose the correct option from below :
(a) (i) and (ii) are correct (b) (ii) and (iii) are correct
(c) (i), (iii) and (iv) are correct (d) (i) to (iv) are correct
5. A man painted his main gate made up of iron, to
(i) prevent it from rusting.
(ii) protect it from sun.
(iii) make it look beautiful.
(iv) make it dust free.
Which of the above statement(s) is/are correct?
(a) (i) and (ii) (b) (ii) and (iii)
(c) only (ii) (d) (i) and (iii)
6. Jessy’s mother made a concentrated sugar syrup by dissolving sugar in hot
water. On cooling, crystals of sugar got separated. This indicates a –
(a) physical change that can be reversed.
(b) chemical change that can be reversed.
(c) physical change that cannot be reversed.
(d) chemical change that cannot be reversed.
7. Which of the following statement is incorrect for a chemical
reaction?
(a) Heat may be given out but never absorbed.
(b) Sound may be produced.
(c) A colour change may take place.
(d) A gas may be evolved.
8. Which of the following is an example of physical change?
a. Mixing baking soda and vinegar together, and this causes bubbles and
foam.
b. A glass cup falls from the counter and shatters on the ground.
c. Lighting a piece of paper on fire and the paper burns up and leaves ashes.
d. Baking a birthday cake for your mother.
9. Which of the following is an example of chemical change?
a. Filling up a balloon with hot air.
b. Taking a glass of water and freezing it by placing it in the freezer.
c. A plant collecting sunlight and turning it into food.

d. Your dog ripping up your homework.
10. Which change can be easily reversed?
a. Chemical Change b. Physical Change
c. Both a physical and chemical change
d. Neither a physical or chemical change
11. When a new substance is formed with different properties than the original
substance it is called a _______
a. Chemical change b. Physical change c. Freezing d. boiling
12. If the chemical properties of a substance remain unchanged and the appearance
or shape of the substance changes it is called a
a. Chemical change b. Physical change c. Both a physical and chemical
change d. Neither a physical or chemical change
13. Which is an example of a physical change?
a. Metal rusting b. Silver tarnishing c. Water boiling d. Paper burning
14. What characteristic best describes what happen during a physical change?
a. Composition changes b. Composition stays the same c. Form stays the same
d. Mass is lost
15. Which is an example of chemical change?
a. Water freezes b. Wood is cut c. Bread is baked d. Wire is bent
16. Which is not a clue that could indicate a chemical change?
a. Change in color b. Change in shape c. Change in energy d. Change in
odor
17. What property stays the same during physical and chemical changes?
a. Density b. Shape c. Mass d. Arrangement of particle
ESSAY
1. State whether the following statements are true or false:
(a) When a candle burns, both physical and chemical changes take place.
(b) Anaerobic bacteria digest animal waste and produce biogas.
(c) Ships suffer a lot of damage though they are painted.
(d) Stretching of rubber band is not a physical change.

2. Melting of wax is a change where a solid change to liquid state. Give one more
such change which you observe in your surroundings.
3. What kind of change is shown by tearing of paper?
4. Give two examples for each of the following cases:
(a) Physical changes which are reversible.
(b) Physical changes which are not reversible.
(c) Chemical changes.
5. If you leave a piece of iron in the open for a few days, it acquires a film of
brownish substance, called rust.
(a) Do you think rust is different from iron?
(b) Can you change rust back into iron by some simple method?
(c) Do you think formation of rust from iron is a chemical change?
(d) Give two other examples of a similar type of change.

LESSON PLAN WEEK: 5
THEME: MEASURING THINGS
TOPIC: MEASUREMENT
SUB – TOPIC: TYPES OF MESUREMENT IN SCIENCE
DATE:
TIME:
CLASS: JSS 1
NO IN CLASS: 4
AVERAGE AGE: 11 YEARS
SEX: MIXED
LEARNING
OBJECTIVES:
1. measure distances using meter rule, tape rule,
venire calipers and micrometer screw gauge;
2. measure time and mass;
3. measure volume and temperature.
RATIONALE: This topic will equip students with the necessary
mensuration skill needed for science and
mathematics.
PRE –REQUISITE
KNOWLEDGE:
The students can identify a ruler as a tool for
measurement f length.

LEARNING MATERIALS: Meter rule, tape rule, venire calipers and micrometer
screw gauge, clock, beam balance, spring balance,
thermometer and capillary tube.
REFERENCE
MATERIALS:
LESSON DEVELOPMENT
ACTIVITIES
PUPIL’S
ACTIVITIES
LEARNING
POINTS
INTRODUCTION
5MINUTES
Introduce the lesson by
explaining the difference
between The Metric
System and the
Imperial System of
Measurement
Before looking into the
different types of
measurements in detail,
it's important to
differentiate between the
different unit systems.
Children will learn that
depending on
where they're in the
world, people use
different systems for
measurement.
Children will learn
that depending on
where they're in the
world, people use
different systems for
measurement.
The Metric System
and the Imperial
System of
Measurement

PRESENTATION
STEP I
3 MINUTES
Measurements
Explained: What does
capacity mean?
Show your children the
fun Capacity and
Measurement video
below and see if they'll
be
able to complete the fun
capacity challenge
https://www.youtube.com
/watch?v=fXf4KdfNhF0
What is the difference
between capacity and
volume?
Use the capillary tube to
expand children's
knowledge of how to
measure volume and
capacity.
Student to watch the
capacity and
measurement video
and complete the fun
capacity challenge.
Participate in the
practical.
Meaning of capacity.
Difference between
capacity and volume.
STEP II
6 MINUTES
Measurements
Explained: What is
weight (mass)?
Use the spring balance
and beam balance to
check the weight (mass)
of different items.
Participate in the
practical.
Meaning of mass.
Finding the mass of
an object.

STEP III
5 MINUTES
Measurements
Explained: What is
length?
Using a meter rule or
tape rule, students are
to investigate
different length and
covert the value from
one unit to another.
Meaning of length.
STEP IV
6 MINUTES
How do you measure
time?
How do you measure
temperature?
Use a thermometer to
read various temperature.
Students to be handed
a fantastic Tell and
Write the Time Maths
Worksheets.
Students to
participate in the use
of thermometer and
the reading of
temperature.
Time
Temperature
EVALUATION
4 MINUTES
5.
Solve Assessment 5. Evaluation of lesson.
CONCLUSION
4 MINUTES
Key words are explained. Ask question. Conclusion of the
lesson.
LESSON NOTE
THE METRIC SYSTEM AND THE IMPERIAL SYSTEM OF
MEASUREMENT
The Metric system is the most common system of units, which is widely used in
lots of countries around the world. Popular metric units include metres, kilograms,
litres and more.

The Imperial system, also known as British Imperial, is another unit system,
which is popular in the United Kingdom. Foot, gallon and stone are all Imperial
units.
Measurements Explained: What does capacity mean?
Capacity is the amount that something can hold.
Usually, it means volume, such as millilitres (ml) or litres (l) in Metric, or pints
or gallons in Imperial.
For example, this glass has a capacity of 300 ml (but is actually holding only 160
ml)
Capacity is the ability of someone or something to hold something; for example,
how many people can fit in a car, or the amount of water a cup can hold.
What is the difference between capacity and volume?
Volume is the amount of space an object takes up and capacity is how much liquid
a three-dimensional figure/container can hold.
The difference between the two is the way we represent the measurements. We
measure volume in cubic units and capacity in units such as gallons, pints, and
quarts.
Measurements Explained: What is weight (mass)?
Mass is a measure of how much matter is in an object.
For example, a gold bar is quite small but has a mass of 1 kilogram (about 2.2
pounds), so it contains a lot of matter.
Mass is commonly measured by how much something weighs. But weight is
caused by gravity, so your weight on the Moon is less than here on Earth, while the
mass stays the same.
Mass is measured in grams, kilograms and tonnes (Metric), or ounces and
pounds (Imperial).
Measurements Explained: What is length?
Length is the term used for identifying the size of an object or distance from one
point to another. Length is a measure of how long an object is or the distance
between two points.

We can measure how long things are, or how tall, or how far apart they are.
Those are all examples of length measurements.
These are the most common measurements:
 Millimetres - Small units of length are called millimetres. A millimetre is
about the thickness of a plastic id card (or credit card). Or about the
thickness of 10 sheets of paper on top of each other.
 Centimetres - When we have 10 millimetres, it can be called a centimetre. 1
centimeter = 10 millimeters. A fingernail is about one centimetre wide.
 We can use millimetres or centimetres to measure how tall we are, or how
wide a table is, but to measure the length of a football field it is better to use
meters.
 Metres - A meter is equal to 100 centimetres. 1 meter = 100 centimeters.
Meters can be used to measure the length of a house or the size of a
playground.
And because a centimetre is 10 millimetres: 1 meter = 1000 millimetres
 Kilometres - A kilometre is equal to 1000 meters. When we need to get
from one place to another, we measure the distance using kilometres. The
distance from one city to another or how far a plane travels can be measured
using kilometres.
How do you measure time?
In math, time can be defined as the ongoing and continuous sequence of events
that occur in succession; from the past, through the present, to the future.
We measure time in seconds, minutes, hours, days, weeks, months and years
with clocks and calendars.
A day has 24 hours. We use A.M. to tell time running from midnight to noon, and
P.M. for time running from noon to midnight.
We measure and define what time of the day it is using clocks. A clock, in general,
has 12 numbers written on it, from 1 to 12. It has an hour hand and a minute hand.
The time is usually based on a 12-hour clock.
The hour hand, the shorter of the two hands, completes 1 rotation (360°) in 12
hours in a normal 12-hour analogue. The minute hand, the longer hand, completes
1 rotation through 360° in 60 minutes.

How do you measure temperature?
Temperature tells us how hot or cold something is. You’ll see or hear
temperatures mentioned in a weather forecast and will also come across them in
recipes or other instructions.
Temperature is sometimes given in degrees Celsius and sometimes in degrees
Fahrenheit.
For example, water freezes at 0° Celsius and boils at 100° Celsius. The
temperature in the UK in the daytime is usually between 0° Celsius (0°C) on a cold
winter’s day and 30° Celsius on a hot day in summer.

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