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.
- A sponge soaks up water. Which word describes it? (absorbent / transparent / waterproof / shiny) → absorbentPrompt: It takes in water.
- Which of these is attracted to a magnet? (a wooden pencil / an aluminium (aluminum) drinks can / a steel paper clip / a plastic ruler) → a steel paper clipPrompt: Only a few metals are magnetic, such as iron and steel.
- Properties of materials: which statement is true? (Rubber is rigid. / Wood is transparent. / All metals are magnetic. / Plastic is usually waterproof.) → Plastic is usually waterproof.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 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?
- 20 g of salt is dissolved in 200 g of water. What is the mass of the solution, in g? → 220 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.
- What is a saturated solution? (one with no solute / one made of sand and water / one where no more solute will dissolve at that temperature / one that is frozen) → one where no more solute will dissolve at that temperaturePrompt: Keep adding sugar to tea and eventually some stays at the bottom.
- Is chalk 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