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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. Which state of matter can be squashed into a smaller space? (solid / liquid / gas) → gasPrompt: Think about pumping air into a bike tyre (tire).
  3. Is cooking oil 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. What happens to particles when a substance is heated? (They stop moving / They move faster / They get bigger / 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. The particle model: which statement is NOT true? (There is empty space between gas particles. / The particles in ice are a different substance from the particles in water. / Particles in a gas are much further apart than in a liquid. / 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?
  2. Why can't solids flow? (Their particles do not exist / Their particles are held in fixed positions / Their particles are far apart / Their particles move very fast) → Their particles are held in fixed positionsPrompt: Can solid particles swap places?

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 close together in a random arrangement?

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

  2. Question 2

    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

  3. Question 3

    The particle model: which statement is NOT true?

    • A. Particles in a gas are much further apart than in a liquid.
    • B. The particles in ice are a different substance from the particles in water.
    • C. There is empty space between gas particles.
    • D. Particles in a solid still vibrate.

  4. Question 4

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

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

  5. Question 5

    Why can't solids flow?

    • A. Their particles are held in fixed positions
    • B. Their particles do not exist
    • C. Their particles move very fast
    • D. Their particles are far apart

  6. Question 6

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

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

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Answer key: The particle model

  1. 1. B. liquid

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

  3. 3. B. The particles in ice are a different substance from the particles in water.

  4. 4. A. solid

  5. 5. A. Their particles are held in fixed positions

  6. 6. A. solid