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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 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?
  2. Which of these is a gas? (wood / the air we breathe / water / ice) → the air we breathePrompt: You cannot see it, but you can feel it on a windy day.
  3. Is an ice cube a solid, a liquid or a gas? (solid / liquid / gas) → solidPrompt: 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 far apart moving quickly in all directions? (solid / liquid / gas) → gasPrompt: How close are the particles, and how do they move?
  2. What happens to particles when a substance is heated? (They get bigger / They move faster / They stop moving / They melt) → They move fasterPrompt: Heating gives particles more energy.

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 packed in a regular pattern? (solid / liquid / gas) → solidPrompt: How close are the particles, and how do they move?
  2. The particle model: which statement is NOT true? (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. / There is empty space between gas particles. / Particles in a solid still vibrate.) → 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

    What happens to particles when a substance is heated?

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

  2. Question 2

    The particle model: which statement is NOT true?

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

  3. Question 3

    Which state is described: particles packed in a regular pattern?

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

  4. Question 4

    What causes gas pressure inside a balloon?

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

  5. Question 5

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

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

  6. Question 6

    Which state is described: particles with lots of empty space between them?

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

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Answer key: The particle model

  1. 1. D. They move faster

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

  3. 3. A. solid

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

  5. 5. A. solid

  6. 6. C. gas