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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 a pencil a solid, a liquid or a gas? (solid / liquid / gas) → solidPrompt: Does it keep its shape, flow, or spread out to fill a space?
  2. Sand can be poured like a liquid. Why is sand a solid? (It is yellow / It is found at the beach / Each grain keeps its own shape / It is wet) → Each grain keeps its own shapePrompt: Look at one grain with a magnifying glass.
  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 with lots of empty space between them? (solid / liquid / gas) → gasPrompt: How close are the particles, and how do they move?
  2. Why can't solids flow? (Their particles are held in fixed positions / Their particles move very fast / Their particles do not exist / Their particles are far apart) → 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. 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?
  2. The particle model: which statement is NOT true? (Particles in a solid still vibrate. / All matter is made of tiny particles. / There is empty space between gas particles. / Particles in a solid do not move at all.) → Particles in a solid do not move at all.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

    The particle model: which statement is NOT true?

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

  2. Question 2

    What happens to particles when a substance is heated?

    • A. They melt
    • B. They stop moving
    • C. They get bigger
    • D. They move faster

  3. Question 3

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

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

  4. Question 4

    Why does the smell of perfume spread across a room?

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

  5. Question 5

    Which state is described: particles in fixed positions that only vibrate?

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

  6. Question 6

    What causes gas pressure inside a balloon?

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

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Answer key: The particle model

  1. 1. C. The particles in ice are a different substance from the particles in water.

  2. 2. D. They move faster

  3. 3. B. liquid

  4. 4. A. Perfume particles diffuse, moving randomly among the air particles

  5. 5. A. solid

  6. 6. D. Gas particles colliding with the inside of the balloon