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Science lesson plan · 5th grade (Year 6 in England) · 45 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 · 5 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 sponge soaks up water. Which word describes it? (absorbent / shiny / transparent / waterproof) → absorbentPrompt: It takes in water.
  2. Which material is the best thermal insulator (keeps heat in)? (copper / iron / wool / aluminium (aluminum)) → woolPrompt: Metals let heat pass through them quickly.
  3. Properties of materials: which statement is true? (Wood is transparent. / Iron and steel are attracted to magnets. / All metals are magnetic. / Rubber is rigid.) → Iron and steel are attracted to magnets.Prompt: Think about a coin, a window and a raincoat.

Hook · 5 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 · 10 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 · 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. 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. 30 g of sugar is dissolved in 300 g of water. What is the mass of the solution, in g? → 330 gPrompt: When something dissolves, does it disappear or is it still there?

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. 40 g of sugar is dissolved in 300 g of water. What is the mass of the solution, in g? → 340 gPrompt: When something dissolves, does it disappear or is it still there?
  2. Is rice soluble or insoluble in water? (soluble (dissolves in water) / insoluble (does not dissolve)) → insoluble (does not dissolve)Prompt: Imagine stirring it into a glass of water. Would it disappear from view?

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/ 8

  1. Question 1

    Is rice soluble or insoluble in water?

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

  2. Question 2

    20 g of salt is dissolved in 100 g of water. What is the mass of the solution, in g?

    Answerg

  3. Question 3

    Sugar seems to disappear when it dissolves. Where does it go?

    • A. It breaks into tiny particles spread through the water
    • B. It turns into water
    • C. It floats away as gas
    • D. It is destroyed

  4. Question 4

    Is sand soluble or insoluble in water?

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

  5. Question 5

    15 g of salt is dissolved in 200 g of water. What is the mass of the solution, in g?

    Answerg

  6. Question 6

    Is bath salts soluble or insoluble in water?

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

  7. Question 7

    30 g of salt is dissolved in 300 g of water. What is the mass of the solution, in g?

    Answerg

  8. Question 8

    What is a saturated solution?

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

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Answer key: Dissolving and solutions

  1. 1. B. insoluble (does not dissolve)

  2. 2. 120 g

  3. 3. A. It breaks into tiny particles spread through the water

  4. 4. B. insoluble (does not dissolve)

  5. 5. 215 g

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

  7. 7. 330 g

  8. 8. C. one where no more solute will dissolve at that temperature