Lesson Plan — ILAW · Science 6
Term 1 · Week 3 · Domain: Materials · CG Quarter 1, competency 3
⚠️ The field list is reported, not read. The four section names are consistent across sources; the sub-fields a given division expects may differ. See
source-catalogue.md§8.
This is the whole week. For Day 1 at teaching depth, see
lesson-plan.md.
| Learning Area | Science |
| Grade Level | Grade 6 |
| Term and Week | Term 1, Week 3 |
| CG source | Quarter 1, competency 3 (p. 41) |
| Sessions | 5 × 45 minutes |
| Medium of instruction | English |
| Resources | slides.html · game.html · worksheet.html · worksheet-remediation.html · wall-chart.html · offline-activities.md |
| Format | ILAW — DO No. 009, s. 2026 |
I — INTENTIONS
The competency for this week
CG Quarter 1, competency 3: explain why physical changes are reversible, and chemical changes are irreversible.
Why it sits in Week 3
Weeks 1 and 2 build the change-of-state flowchart and put heat energy on it: melting, evaporation, freezing, condensation. Every one of those is reversible, and after two weeks of them a class can easily conclude that all changes are.
Week 4 introduces mixtures. Week 5 demonstrates eight ways of separating them. Both of those are built on this week, because a separation technique only works when the materials in the mixture are still the materials they were — which is exactly what a physical change means and exactly what a chemical change destroys. A learner who has not got this week cannot say why you can get salt back out of seawater and cannot get flour back out of a cake.
Weeks 7 and 8 are the fair test and the quarter's performance task, and the guide's own suggested task is does sugar dissolve faster in hot or cold water? — a question that presumes dissolving is a physical change worth investigating rather than a disappearance.
Success criteria for the week
By the end of the week, the learner:
- explains reversibility by saying whether the material is still there, not by naming the label
- gives at least one piece of evidence for a change they are shown
- explains why dissolving is physical and burning is not, in their own words
- names the case where can I undo it and is it a new material disagree, and says which one decides
These four are the tick boxes on observation-card.html.
II — LEARNING EXPERIENCES
| Day | Focus | What happens | Resources |
|---|---|---|---|
| 1 | Why, not which | Four morning changes are voted on in minute two. A saucer of salt water goes on the windowsill in minute four and is not mentioned again. The shattered glass in the last ten minutes. | lesson-plan.md · slides 1–12 · worksheet.html |
| 2 | Evidence, not labels | Twelve changes on cards. Groups must supply the evidence before the label, and a label with no evidence scores nothing. | Activity 4 in offline-activities.md · game.html Round 2 |
| 3 | The edges | Shattered glass, a burning candle, smoke, mixed paint. Four cases where the easy rule breaks, and the class works out what breaks in each. | slides 10–12 · Activity 3 |
| 4 | Getting it back on purpose | Salt from water, sand from water, iron from sawdust, stones from rice. Each group recovers one material and reports what they lost doing it. | Activity 5 · worksheet.html Section B |
| 5 | The saucer, and the check | The saucer is read. The game, all three rounds. The weekly check, seven items. | game.html · assessment.md §4 |
The shape of each day
| Part | Minutes | What happens |
|---|---|---|
| One change, one reason | 4 | A change on the board; the class supplies the reason, not the label |
| Review | 3 | Yesterday's edge case in one sentence |
| Main activity | 25 | The day's focus |
| Into practice | 8 | Worksheet, game, or offline activity |
| Close | 5 | Exit ticket — one change, with the evidence written out |
The saucer is never mentioned between Monday and Friday. A learner who asks is told the same thing each time: we will look at it on Friday. The delay is doing work — it converts an assertion into an observation, and there is no faster way to do that.
III — ASSESSMENT
What is looked at, and when
| Instrument | Day | Component it feeds |
|---|---|---|
| Observation card — the learner's exact words | 1–5, continuous | Formative only, no mark |
| Worksheet, Sections A and B | 1 | Written Works |
| Group evidence cards | 2 | Written Works |
| Recovery report — what was recovered and what was lost | 4 | Written Works |
| Game record, Round 3 | 5 | Formative only, no mark |
| Weekly check, 7 items | 5 | Written Works |
| Quarter 1 performance task | Week 8 | Performance Tasks |
Weights are 20 / 50 / 30 under DO No. 015, s. 2026 — see
class-record.html, which carries the transmutation year switch.
The item that reads
On the weekly check, item 7:
A glass is dropped and shatters. Is that a physical change or a chemical one? Say which question you used to decide.
Items 1 to 6 can be answered from the wall chart. Item 7 cannot, because the wall chart's shortcut gives the wrong answer and only the reason gives the right one.
| What the learner wrote | What it means |
|---|---|
| Physical — every piece is still glass | Full understanding, and the fundamental test is the one being used |
| Physical — you could melt it down again | Equally good, and arguably better: it names the recovery |
| Chemical — you cannot undo it | The diagnostic answer. The shortcut has become the definition. Not a careless error — teach it |
| Physical with no reason | Half. The competency's verb is explain |
IV — WAYS FORWARD
Remediation
For learners giving the label without a reason on Day 3.
worksheet-remediation.html starts by having the learner recover
something with their own hands and only names the two kinds of change in task 3. The middle column
in its first two tasks is deliberately unreliable, and noticing that is the point.
For learners who still say dissolving destroys the sugar on Day 5.
Do not argue. The saucer is the argument, and it will have finished making it. Have that learner explain the saucer to the class on Monday — the explanation is what fixes it, not hearing one.
Enrichment
For learners who finish Day 2 early.
The burning candle. Wax melts and re-hardens down the side; the wick burns. Two changes of different kinds, at the same time, on one object. Ask them to draw it and label both, and to say what evidence they used for each.
For learners who have the whole idea by Day 3.
Give them the Quarter 1 performance task early: does sugar dissolve faster in hot or cold water? Ask them to design it as a fair test — one factor changed, one measured, everything else the same, three trials — before Week 7 teaches any of that. Their design is then the worked example Week 7 opens with.
Teacher reflection
Answer at the end of Friday:
- When the saucer was read, what did the class say first? If the first thing was the right answer, somebody had told them; if it was surprise, the week worked.
- How many exit tickets across the week gave a circular reason — because it is physical? That shape recurs in Quarter 2 and is worth naming out loud when it appears.
- Did anyone find an edge case of their own? A learner who brings one is doing what the performance standard means by critical thinking, whatever the case turns out to be.
Next week
Week 4 is uniform and non-uniform mixtures, and air as a mixture. It assumes the learner accepts that the parts of a mixture are still there — which is this week's competency in a different sentence.
If the class does not have it, open Week 4 with the saucer rather than a definition. Ten seconds of pointing at dried salt does more than a re-teach, because it is the same idea arriving as evidence for the second time.
Part of the E-turo MATATAG artifact set. Companion files:
syllabus.md · lesson-plan.md ·
assessment.md · offline-activities.md