National curriculum content

• Demonstrate that dissolving, mixing and changes of state are reversible changes.
• Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

Lesson objectives

1. Explain an irreversible change.
2. Describe and explain an irreversible change.
3. Describe and explain a chemical change.
4. Describe the process of burning.
5. Explain how materials burn.

What we want children to know

• Understand the difference between an irreversible and chemical change.
• Classify changes dependent on whether they are irreversible or chemical changes.
• Understand that some changes result in new materials.
• Understand that some changes can be reversed.
• Understand the process of reversing a change.

What skills we want children to develop

• Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
• Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
• Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
• Use test results to make predictions to set up further comparative and fair tests.
• Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.
• Identify scientific evidence that has been used to support or refute ideas or arguments.

Vocabulary

Acid, Burning, Irreversible change, Chemical change, Material, Reaction, Reversible change, Physical change, Rust