Teacher: For a learner who did not get there with <code>worksheet.html</code>. This is not a shorter version — it is a different starting point: things the learner has already watched happen, before any of the words. Four tasks, big boxes, and a worked example above each so a stuck learner can copy the <b>method</b> and never the answer.
1 Things you have seen happen — no new words in this task yet
Worked example:Rice cooking. Before: hard, white, dry. After: soft, white, wet. <b>Can you turn it back into uncooked rice?</b> No.
What happened
Before
After
Can you turn it back?
Ice left on a plate
A candle burning
2 The one question — answer for each row above
Worked example: If you can turn it back, the material is still the same material. If you cannot, a new material was made.
From task 1
Same material, or new?
Ice left on a plate
A candle burning
3 Now the two words — copy the word into the box
Worked example: Same material → physical. New material → chemical. Ice melting is a physical change.
What happened
Physical or chemical
Paper torn in half
Paper burned to ash
Bread toasted brown
Bread cut into slices
Notice the pattern: the same material appears twice on this list. What is done to it is what decides.
4 One from your own house — you may ask an adult
Worked example:A cut mango turning brown. Same material or new? New. So it is a chemical change. How I know: it will not go back to yellow.
What happened
How I know it cannot go back
This is where <code>worksheet.html</code> Section C begins. When a learner can do task 4 unaided, the bridge is finished.
Answer key — screen only, not printed.
<b>1</b> · Ice: hard/cold/solid → wet/liquid → <b>yes</b>, freeze it. Candle: solid wax and unlit wick → shorter, wax hardened elsewhere, wick black → <b>no</b>, for the burnt part. | <b>2</b> · same · new. | <b>3</b> · physical · chemical · chemical · physical. | <b>4</b> · varies; accept anything where the learner names evidence rather than repeating the word.