Substances Properties

Overview

In this lesson (lesson 2 of 18) you will build understanding of how the properties of substances help us decide whether something is likely a mixture or a solution, and whether those properties are physical or chemical. Students will use model examples, a short multimedia clip, and a multiple-choice worksheet to practise describing properties.

Learning intentions

• Students will describe physical and chemical properties of familiar substances.
• Students will identify how substance properties can help us separate mixtures and understand solutions.
• Students will explain how at least two properties of substances are used to distinguish them.

Success criteria

• I can name two physical properties (e.g. solubility, boiling point, melting point, conductivity).
• I can name two chemical properties (e.g. rusting, burning, reactivity).
• I can sort substances into “mixture/solution” using property clues.
• I can use evidence from observations to justify my choices.

Curriculum links

• SC4-SOL-01 — Students explain how the properties of substances enable separation in a range of techniques.
• SCLS-SOL-01 — Students describe the properties of familiar substances and materials.
• SC4-WS-04 — Students follow a planned procedure to undertake safe and valid investigations (used here through teacher-led demonstrations and safe observation routines).

Lesson structure (30 minutes)

1. 0–4 min · Hook + prior knowledge. Teacher displays two quick cards: “salt water” and “sand” and asks: “Which one dissolves and why might that matter?” Students quick-write (one sentence) and then turn-and-talk to share one property they think matters.
2. 4–9 min · Direct teach: physical vs chemical. Teacher explicitly models the difference: physical properties can be observed without forming a new substance; chemical properties are shown when a new substance forms. Teacher uses three classroom examples (e.g. ice melting, iron rusting, sugar dissolving). Students complete a teacher-guided “property type” check: for each example, students choose physical/chemical using mini whiteboards.
3. 9–13 min · Modelled explanation with common substances. Teacher models using a “Properties → what it suggests” sentence frame:

• “If it dissolves in water, it has the property of solubility, so it could be a solution.”
• “If it does not dissolve and can be filtered, it suggests a mixture.” Teacher demonstrates/briefly shows outcomes (no risky chemicals): salt dissolving in water vs sand settling after mixing. Students follow along and underline key property words on their worksheet header (soluble/insoluble, filterable, observable change).

4. 13–18 min · Multimedia clip (YouTube). Teacher plays a short video: “Physical vs Chemical Properties”. Students use a two-question viewing guide: (1) Name one physical property from the clip. (2) Name one chemical property/change from the clip. Students answer with single words or short phrases.
5. 18–28 min · Guided exploration + independent multiple-choice worksheet. Students work on a multiple-choice worksheet titled “Match substances to properties”. Teacher reads questions aloud, pauses at each item, and circulates to support. Students select answers A/B/C/D and record a reason using a sentence starter:

• “I chose this because it shows… (e.g. dissolving, rusting, conductivity).” Teacher includes a brief “properties debrief” midway: students share one answer confidently and one they found tricky.

6. 28–30 min · Exit ticket (quick check). Students complete a 2-question exit ticket (multiple choice + one property written response): “Which property is a physical property?” and “Write one physical OR chemical property you can use to describe a substance.”

Resources

• “Physical vs chemical” mini-slides (teacher-made) with 3 examples each
• Mini whiteboards and markers (or boxed response cards)
• Teacher demonstration materials: clear cups, water, salt, sand, stirrers, filter paper (if available)
• Viewing guide for the clip (two questions)
• Multiple-choice worksheet “Match substances to properties” (printable, large font)
• Sentence starters printed on worksheet or as a card for students who need support
• Exit ticket slips (or paper cut-outs)

Assessment

• Formative: observe mini-whiteboard responses during physical/chemical sorting.
• Formative: collect viewing guide answers after the clip to check understanding of property types.
• Summative-for-today (light): mark exit ticket for correct physical/chemical identification and one clearly stated property.

Differentiation

• Provide sentence starters and word banks (physical, chemical, dissolve, insoluble, filter, rust, burn, change) for autistic students and any students needing scaffolding.
• Use chunked instruction: pause after every worksheet section; allow students to answer in pairs if needed, then confirm individually.
• Offer reduced-writing options: if a student struggles, allow “one-word justification” (e.g. “soluble”, “rusting”) while still meeting success criteria through property identification.
• Extension for early finishers: add one extra multiple-choice item asking them to choose which property best distinguishes two substances (with justification sentence stem).

Success criteria for this lesson (student-friendly)

• I can explain physical properties and chemical properties.
• I can describe at least two properties of substances using correct science words.
• I can choose whether a substance is more like a solution or mixture by linking property clues to the idea of dissolving or filtering.