Class: 6
TOPIC: Ch-6. Changes around Us (Bridge Course)
Learning Outcomes:
Time Required
A. Setting the stage for learning
Check for prior knowledge
Pre-Activity Phase
Resources Required
B. Implementation of lesson plan- Stage 1 Preliminary phase
Sparking curiosity
Students will be able to:
 To understand terms like slow change, fast change,
reversible change, irreversible change, periodic change,
desirable change and undesirable change.
 To distinguish one kind of change from another.
 To be able to give examples of the various changes
discussed
3 periods
 Does the shape of the eraser changes when it is used
repetitively?
 Cold milk is heated and it becomes hot. It’s a reversible
change. Why?
 A small size boat is made by folding a paper. Can this
change be reversed?
 Is the formation of day and night, a natural or human-
made change?

 Teacher give instruction to students
 Asking them to tear a page out of a magazine.
 Cut a picture out of the page.
 Use a marker to colour something on the picture.
 Now Teacher explains
 You have changed the size, shape, and colour of the
page that you tore out. How have you changed the
paper? Are these a physical or chemical change? How
do you know?
 PICTURES, VIDEOS, PPTS, real objects( paper, candle,
matchstick, balloon etc)
 Take a balloon and blow it. Take care that it does not
burst. The shape and size of the balloon have changed.
What type of change is it?
 Now, let the air escape the balloon what is your
observation.
 Blow it to its full size and tie its mouth with a string

Providing the experience
Drawing inferences
C. Lesson steps: Conclusive phase
Conceptualization
Connecting to real life
tightly. Prick it with the pointed tip of your pencil. Oops!
It burst. Now what is your observation?
 Why are Iron Gate painted?
 Why is food stored in the refrigerator?
 Why do water pipes usually crack in water?
 Observe and describe the antacid tablet.
 Break the tablet into small pieces.
 Is this a physical or chemical change?
 Take a cup full of water and add the antacid powder in
to it. Observe what happens.
 Is this a physical or chemical change?
 The students make a questionnaire in groups on
changes around us
 Conduct a survey for the recordings of their observation
with the other individuals.
 Activity based learning and recording the observation
 Brainstorming on entire lesson
 Examples for fast changes: Burning of paper, burning of
a candle.
 Examples for slow changes: Rusting of iron,
Germination of seed, curdling of milk etc.
 Examples of chemical changes are burning, cooking,
rusting, and rotting.
 Examples of physical changes are boiling, melting,
freezing,
 Turning of water into ice is an example of reversible
changes but growth in height is an irreversible change
 Visit a garden. List out all the physical and chemical
 changes that are happening around you.

Extended Learning  Prepare an album with pictures of all the changes which
we observe in our day to day life. Give your views
stating that changes are necessary or not.

Assessment
Students will be assessed by concept map, quiz and worksheet will be assigned to summarize the
content.
My own Learning

The facilitator will be able to reflect on her teaching skills by designing assisting tools like checklist and
students feedback form. By critically analyzing the feedback the facilitator will be able to work on her
areas of improvement.