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Science lesson plan · 5th grade (Year 6 in England) · 45 minutes

Evidence that matter is made of particles too small to see

States of matter

CCSS NGSS.5-PS1-1England: KS2 Y4 States of matterEngland: KS3 Chemistry: The particulate nature of matter

Objective and success criteria

Students will: Evidence that matter is made of particles too small to see.

  • 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: The particle model

Leads to: the next skill in this area.

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 · 5 min

  • Quick retrieval from earlier learning (The particle model). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  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. Why does the smell of perfume spread across a room? (The perfume pushes the air away / Air particles stand still / Perfume particles diffuse, moving randomly among the air particles / Perfume particles are attracted to noses) → Perfume particles diffuse, moving randomly among the air particlesPrompt: Particles in gases move in all directions.
  3. The particle model: which statement is NOT true? (Particles in a solid still vibrate. / 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. / All matter is made of tiny particles.) → The particles in ice are a different substance from the particles in water.Prompt: Do particles themselves change size?

Hook · 5 min

  • Show an ice cube melting and a kettle steaming and ask what is the same and what is different.
  • Share the objective: Evidence that matter is made of particles too small to see. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: You blow up a balloon. What keeps it puffed up?
  • Step 1: Gas particles we cannot see push on the balloon from inside.
  • Step 2: So the answer is: Billions of air particles hitting the inside of the balloon.
  • Answer: Billions of air particles hitting the inside of the balloon.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 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. Someone opens a bottle of perfume at the front of the class. Soon people at the back can smell it. What explains this? (The bottle grew bigger. / The smell is a kind of light. / Smells travel only through walls. / Tiny perfume particles spread out through the air.) → Tiny perfume particles spread out through the air.Prompt: Can you see the perfume moving?
  2. True or false? You can see single particles of water with a magnifying glass. (True / False) → FalsePrompt: Think about things you cannot see but can smell, taste or feel.

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Particles: which statement is true? (Gas particles are packed tightly together. / Particles stop moving in liquids. / Warm water makes particles move faster, so colouring spreads more quickly. / The smell of baking only travels if a fan blows it.) → Warm water makes particles move faster, so colouring spreads more quickly.Prompt: Particles are tiny, always moving, and spread out on their own.
  2. True or false? When sugar dissolves, it stops existing. (True / False) → FalsePrompt: Think about things you cannot see but can smell, taste or feel.

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: The particle model.
  • 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

  • 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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Evidence that matter is made of particles too small to see

Name

Date

Score/ 8

  1. Question 1

    Particles: which statement is true?

    • A. Particles stop moving in liquids.
    • B. Warm water makes particles move faster, so colouring spreads more quickly.
    • C. The smell of baking only travels if a fan blows it.
    • D. Gas particles are packed tightly together.

  2. Question 2

    You blow up a balloon. What keeps it puffed up?

    • A. Nothing; air is empty.
    • B. Light inside the balloon.
    • C. Billions of air particles hitting the inside of the balloon.
    • D. The rubber pushes itself out.

  3. Question 3

    True or false? You can see single particles of water with a magnifying glass.

    • A. True
    • B. False

  4. Question 4

    True or false? Particles in liquids and gases are always moving.

    • A. True
    • B. False

  5. Question 5

    A drop of food colouring is put in a still glass of water. After an hour, all the water is coloured. Why?

    • A. The water absorbed light.
    • B. The particles of colouring and water keep moving and mixing.
    • C. Someone stirred it secretly.
    • D. The colouring grew.

  6. Question 6

    True or false? All matter is made of particles too small to see.

    • A. True
    • B. False

  7. Question 7

    Sugar is stirred into water and seems to disappear, but the water tastes sweet. What does this show?

    • A. The water turned into sugar.
    • B. The sugar broke into particles too small to see, spread through the water.
    • C. The sugar was destroyed.
    • D. The sugar sank and vanished.

  8. Question 8

    True or false? When sugar dissolves, it stops existing.

    • A. True
    • B. False

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Answer key: Evidence that matter is made of particles too small to see

  1. 1. B. Warm water makes particles move faster, so colouring spreads more quickly.

  2. 2. C. Billions of air particles hitting the inside of the balloon.

  3. 3. B. False

  4. 4. A. True

  5. 5. B. The particles of colouring and water keep moving and mixing.

  6. 6. A. True

  7. 7. B. The sugar broke into particles too small to see, spread through the water.

  8. 8. B. False