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.
- Which state is described: particles touching but able to slide past each other? (solid / liquid / gas) → liquidPrompt: How close are the particles, and how do they move?
- Why does the smell of perfume spread across a room? (Perfume particles diffuse, moving randomly among the air particles / The perfume pushes the air away / Air particles stand still / Perfume particles are attracted to noses) → Perfume particles diffuse, moving randomly among the air particlesPrompt: Particles in gases move in all directions.
- The particle model: which statement is NOT true? (Particles in a gas are much further apart than in a liquid. / All matter is made of tiny particles. / Particles expand when they are heated. / Particles in a solid still vibrate.) → Particles expand when they are heated.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.
- Someone opens a bottle of perfume at the front of the class. Soon people at the back can smell it. What explains this? (The smell is a kind of light. / Smells travel only through walls. / The bottle grew bigger. / Tiny perfume particles spread out through the air.) → Tiny perfume particles spread out through the air.Prompt: Can you see the perfume moving?
- True or false? When sugar dissolves, it stops existing. (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.
- Particles: which statement is true? (Smells reach your nose as gas particles. / Particles stop moving in liquids. / Gas particles are packed tightly together. / The smell of baking only travels if a fan blows it.) → Smells reach your nose as gas particles.Prompt: Particles are tiny, always moving, and spread out on their own.
- 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