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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.
  1. Is helium in a party balloon a solid, a liquid or a gas? (solid / liquid / gas) → gasPrompt: Does it keep its shape, flow, or spread out to fill a space?
  2. You pour juice from a jug into a glass. What happens to its shape and volume? (Both change / The volume changes but the shape stays the same / Neither changes / The shape changes but the volume stays the same) → The shape changes but the volume stays the samePrompt: Did any juice disappear?
  3. Is rain 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.
  1. Which state is described: particles packed in a regular pattern? (solid / liquid / gas) → solidPrompt: How close are the particles, and how do they move?
  2. Why can't solids flow? (Their particles move very fast / Their particles are held in fixed positions / Their particles are far apart / Their particles do not exist) → Their particles are held in fixed positionsPrompt: Can solid particles swap places?

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.
  1. What causes gas pressure inside a balloon? (Gas particles colliding with the inside of the balloon / The rubber pulling inwards / Particles staying still / The balloon's colour) → Gas particles colliding with the inside of the balloonPrompt: Particles in a gas are always moving and hitting things.
  2. The particle model: which statement is NOT true? (The particles in ice are a different substance from the particles in water. / There is empty space between gas particles. / All matter is made of tiny 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.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

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The particle model

Name

Date

Score/ 6

  1. Question 1

    Which state is described: particles touching but able to slide past each other?

    • A. solid
    • B. liquid
    • C. gas

  2. Question 2

    The particle model: which statement is NOT true?

    • A. The particles in ice are a different substance from the particles in water.
    • B. Particles in a gas are much further apart than in a liquid.
    • C. All matter is made of tiny particles.
    • D. There is empty space between gas particles.

  3. Question 3

    Why does the smell of perfume spread across a room?

    • A. Air particles stand still
    • B. Perfume particles are attracted to noses
    • C. Perfume particles diffuse, moving randomly among the air particles
    • D. The perfume pushes the air away

  4. Question 4

    Which state is described: particles far apart moving quickly in all directions?

    • A. solid
    • B. liquid
    • C. gas

  5. Question 5

    What causes gas pressure inside a balloon?

    • A. Gas particles colliding with the inside of the balloon
    • B. The rubber pulling inwards
    • C. Particles staying still
    • D. The balloon's colour

  6. Question 6

    Which state is described: particles close together in a random arrangement?

    • A. solid
    • B. liquid
    • C. gas

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Answer key: The particle model

  1. 1. B. liquid

  2. 2. A. The particles in ice are a different substance from the particles in water.

  3. 3. C. Perfume particles diffuse, moving randomly among the air particles

  4. 4. C. gas

  5. 5. A. Gas particles colliding with the inside of the balloon

  6. 6. B. liquid