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Science lesson plan · 5th grade (Year 6 in England) · 30 minutes

Dissolving and solutions

Materials and their properties

CCSS NGSS.5-PS1-3CCSS NGSS.5-PS1-2England: KS2 Y5 Properties and changes of materialsEngland: KS3 Chemistry: Pure and impure substances

Objective and success criteria

Students will: Dissolving and solutions.

  • 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: Properties of materials

Leads to: Separating mixtures; Reversible and irreversible changes; Mixture or solution? Tell them apart

Materials: A tray of everyday objects, Sorting hoops, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Properties of materials). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. A wooden door blocks light, so you cannot see through it. It is… (absorbent / stretchy / opaque / transparent) → opaquePrompt: No light passes through it.
  2. Which material is the best thermal insulator (keeps heat in)? (aluminium (aluminum) / copper / wool / iron) → woolPrompt: Metals let heat pass through them quickly.
  3. Properties of materials: which statement is true? (Fabric is always waterproof. / Iron and steel are attracted to magnets. / Rubber is rigid. / Wood is transparent.) → Iron and steel are attracted to magnets.Prompt: Think about a coin, a window and a raincoat.

Hook · 3 min

  • Pass round objects made of different materials and ask why each one was chosen.
  • Share the objective: Dissolving and solutions. 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: Is sugar soluble or insoluble in water?
  • Step 1: Soluble substances break up into tiny particles that spread through the water, making a clear solution.
  • Step 2: So the answer is: soluble (dissolves in water)
  • Answer: soluble (dissolves in water)
  • 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. Is bath salts soluble or insoluble in water? (soluble (dissolves in water) / insoluble (does not dissolve)) → soluble (dissolves in water)Prompt: Imagine stirring it into a glass of water. Would it disappear from view?
  2. 15 g of salt is dissolved in 150 g of water. What is the mass of the solution, in g? → 165 gPrompt: When something dissolves, does it disappear or is it still there?

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 is a saturated solution? (one made of sand and water / one with no solute / one where no more solute will dissolve at that temperature / one that is frozen) → one where no more solute will dissolve at that temperaturePrompt: Keep adding sugar to tea and eventually some stays at the bottom.
  2. 20 g of salt is dissolved in 100 g of water. What is the mass of the solution, in g? → 120 gPrompt: When something dissolves, does it disappear or is it still there?

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: Properties of materials.
  • Use concrete materials: a tray of everyday objects.
  • 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: Separating mixtures; Reversible and irreversible changes; Mixture or solution? Tell them apart.
  • 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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Dissolving and solutions

Name

Date

Score/ 6

  1. Question 1

    5 g of salt is dissolved in 250 g of water. What is the mass of the solution, in g?

    Answerg

  2. Question 2

    What is a saturated solution?

    • A. one made of sand and water
    • B. one that is frozen
    • C. one with no solute
    • D. one where no more solute will dissolve at that temperature

  3. Question 3

    Is sugar soluble or insoluble in water?

    • A. soluble (dissolves in water)
    • B. insoluble (does not dissolve)

  4. Question 4

    5 g of sugar is dissolved in 250 g of water. What is the mass of the solution, in g?

    Answerg

  5. Question 5

    Which change makes sugar dissolve faster?

    • A. using bigger sugar lumps
    • B. using warmer water and stirring
    • C. leaving it still
    • D. using colder water

  6. Question 6

    Is instant coffee soluble or insoluble in water?

    • A. soluble (dissolves in water)
    • B. insoluble (does not dissolve)

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Answer key: Dissolving and solutions

  1. 1. 255 g

  2. 2. D. one where no more solute will dissolve at that temperature

  3. 3. A. soluble (dissolves in water)

  4. 4. 255 g

  5. 5. B. using warmer water and stirring

  6. 6. A. soluble (dissolves in water)