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.
- You can see clearly through a window. Which word describes glass? (absorbent / stretchy / transparent / opaque) → transparentPrompt: Light passes straight through it.
- Which material is the best thermal insulator (keeps heat in)? (iron / copper / aluminium (aluminum) / wool) → woolPrompt: Metals let heat pass through them quickly.
- Properties of materials: which statement is true? (Rubber is rigid. / Wood is transparent. / Fabric is always waterproof. / Glass is transparent.) → Glass is transparent.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.
- 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?
- 20 g of sugar is dissolved in 300 g of water. What is the mass of the solution, in g? → 320 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.
- 5 g of salt is dissolved in 150 g of water. What is the mass of the solution, in g? → 155 gPrompt: When something dissolves, does it disappear or is it still there?
- Sugar seems to disappear when it dissolves. Where does it go? (It turns into water / It is destroyed / It floats away as gas / It breaks into tiny particles spread through the water) → It breaks into tiny particles spread through the waterPrompt: Taste the water: is the sugar still there?
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