Science lesson plan · 5th grade (Year 6 in England) · 30 minutes
The particle model
States of matter
CCSS NGSS.5-PS1-1CCSS NGSS.MS-PS1-4England: KS3 Chemistry: The particulate nature of matterEngland: KS3 Physics: MatterEngland: KS4 Combined Science: Particle model of matter
Objective and success criteria
Students will: The particle model.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Solids, liquids and gases
Leads to: Density; Melting and boiling points; Evidence that matter is made of particles too small to see
Materials: Ice, water and a kettle (teacher demo), Particle diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Solids, liquids and gases). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is orange juice a solid, a liquid or a gas? (solid / liquid / gas) → liquidPrompt: Does it keep its shape, flow, or spread out to fill a space?
- Which of these is a gas? (water / ice / the air we breathe / wood) → the air we breathePrompt: You cannot see it, but you can feel it on a windy day.
- Is honey a solid, a liquid or a gas? (solid / liquid / gas) → liquidPrompt: Does it keep its shape, flow, or spread out to fill a space?
Hook · 3 min
- Show an ice cube melting and a kettle steaming and ask what is the same and what is different.
- Share the objective: The particle model. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which state is described: particles packed in a regular pattern?
- Step 1: In a solid, particles are packed closely in a regular pattern and vibrate in place.
- Step 2: So the answer is: solid
- Answer: solid
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which state is described: particles with lots of empty space between them? (solid / liquid / gas) → gasPrompt: How close are the particles, and how do they move?
- Why does the smell of perfume spread across a room? (Perfume particles diffuse, moving randomly among the air particles / Air particles stand still / Perfume particles are attracted to noses / The perfume pushes the air away) → Perfume particles diffuse, moving randomly among the air particlesPrompt: Particles in gases move in all directions.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Why does the smell of perfume spread across a room? (Perfume particles diffuse, moving randomly among the air particles / The perfume pushes the air away / Perfume particles are attracted to noses / Air particles stand still) → Perfume particles diffuse, moving randomly among the air particlesPrompt: Particles in gases move in all directions.
- The particle model: which statement is NOT true? (There is empty space between gas particles. / Particles in a gas are much further apart than in a liquid. / The particles in ice are a different substance from the particles in water. / All matter is made of tiny particles.) → The particles in ice are a different substance from the particles in water.Prompt: Do particles themselves change size?
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Solids, liquids and gases.
- Use concrete materials: ice, water and a kettle (teacher demo).
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Density; Melting and boiling points; Evidence that matter is made of particles too small to see.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.
Free lesson plan from eurekami.com/lesson-plan-builder