Matter and Particles

Overview

This four-day Grade 5 science sequence introduces matter, particles, physical properties, and observable changes when substances mix. Students use drawings, simple observations, discussion, and short written responses. Activities are designed for an extended-resource special education class of 16 students, with explicit modeling, repeated routines, visual supports, and frequent checks for understanding.

Learning intentions

Students will be able to:

• Describe matter as anything that has mass and takes up space.
• Model how particles are arranged and move in solids, liquids, and gases.
• Identify properties that can be used to describe and compare substances.
• Observe and describe changes when water, salt, and baking soda are mixed.
• Communicate observations using labeled drawings and complete sentences.

Success criteria

• I can explain that matter is made of tiny particles.
• I can draw and label particle models for a solid, liquid, and gas.
• I can use property words such as color, texture, state, and solubility.
• I can record what I observe and separate observations from guesses.

Curriculum links

• Science: Matter and its interactions; modeling particles and describing observable properties.
• Mathematical Practice: Look for repeated patterns and regularity in particle movement and observations.
• Mathematical Practice: Communicate observations precisely, using labels and appropriate descriptive language.
• Grade 5 Writing: Introduce a topic or opinion clearly and group related information logically in a short response.

Lesson structure (4 days, 40 minutes each)

Day 1: What Is Matter?

1. 0–7 min · Bell work. Display the Day 1 matter hook and read: “Is air matter? How do you know?” Students respond on the four-day matter investigation packet in the Day 1 response area: “I think air is/is not matter because ______.” Students may draw, dictate, or use speech-to-text.

2. 7–15 min · Direct teach. Use the matter definition and examples to explain that matter has mass and takes up space; model a book, water bottle, and inflated balloon. Students repeat the definition and sort examples verbally as matter or not matter.

3. 15–25 min · Demonstration. Place an empty cup upside down in water, with a tissue inside the cup. Remove it and show that the tissue stayed dry because air occupied space. Students predict, observe, and tell a partner what happened.

4. 25–35 min · Particle model. Show the particle introduction. Teacher draws large dots to represent tiny particles. Students draw their own “zoomed-in” model in the worksheet and label the particles.

5. 35–40 min · Review. Students complete the sentence, “Matter is ______,” then share with a partner. Teacher collects responses for support planning.

Day 2: Particle Movement

1. 0–7 min · Bell work. Display the particle movement question: “How might particles move in ice, water, and steam?” Students draw one model and complete: “Particles in a solid might ______.”

2. 7–15 min · Explicit modeling. Use the solid, liquid, and gas diagrams to model particles close together and vibrating in a solid, close together and sliding in a liquid, and spread out and moving freely in a gas. Students echo key words and practice the motions safely with their hands.

3. 15–27 min · Movement activity. Assign 16 students to four groups of four. Call out solid, liquid, or gas; students use personal space to model the particle arrangement and movement without touching. Pause after each round for students to name what changed.

4. 27–35 min · Draw and explain. Students complete the three particle drawings in the Day 2 particle models. They answer, “Which state do you like best and why?” using a sentence frame: “I like ______ because ______.”

5. 35–40 min · Check. Students hold up a solid, liquid, or gas card drawn on scrap paper in response to three examples. Teacher notes whether students identify arrangement and movement accurately.

Day 3: Properties of Substances

1. 0–7 min · Bell work. Display the mystery substance image. Students answer in the worksheet: “I notice ______. One property is ______.” A teacher or peer may read the prompt aloud.

2. 7–15 min · Vocabulary and modeling. Teach color, texture, shape, state, flexibility, hardness, and solubility with real classroom objects. Use the property word bank and model a precise observation: “The cube is white, solid, and hard.”

3. 15–28 min · Partner investigation. Pairs examine three safe objects, such as a craft stick, plastic cube, and cotton ball. Students use the Day 3 properties table to record what they see and feel. They may circle words, draw symbols, or dictate observations.

4. 28–35 min · Compare and communicate. Students choose two objects and complete: “Both objects are ______. They are different because ______.” Partners practice speaking clearly and using property vocabulary.

5. 35–40 min · Formative assessment. Teacher describes one property without naming the object. Students identify the likely object and explain which clue helped them.

Day 4: Mixing Substances

1. 0–7 min · Bell work. Display the mixing prediction question: “What might happen when water, salt, and baking soda are mixed?” Students draw or write a prediction: “I predict ______ because ______.”

2. 7–13 min · Safety and procedure. Review goggles, no tasting, careful pouring, and handwashing. Demonstrate the procedure using the step-by-step mixing directions. Students repeat the safety rule that matters most.

3. 13–27 min · Small-group investigation. In four groups of four, students observe water first, then add salt and stir, and finally add baking soda and stir. Students record color, texture, visible particles, dissolving, bubbles, temperature feel only if teacher demonstrates safely, and other changes in the Day 4 observation table.

4. 27–35 min · Evidence discussion. Groups compare results. Teacher distinguishes an observation, such as “bubbles appeared,” from an inference, such as “a gas formed.” Students complete: “I observed ______. I think ______ may have happened.”

5. 35–40 min · Exit response. Students complete the four-day reflection in the worksheet: “Matter is made of ______. One property I can observe is ______. One change I saw was ______.” Teacher reviews responses individually or reads them aloud.

Resources

• the Matter and Energy four-day slide deck
• the four-day matter investigation packet
• Clear cups, water, tissue, and shallow water tray
• Safe classroom objects for property observations
• Salt, baking soda, water, cups, and stirring sticks
• Goggles, paper towels, and handwashing supplies
• Pencils, colored pencils, and optional large-print copies
• Individual solid, liquid, and gas response cards

Assessment

• Check bell work daily for prior knowledge, vocabulary, and misconceptions.
• Use observation during models, movement, partner talk, and group investigation; prompt students to label evidence precisely.
• Review the Day 4 reflection for understanding of matter, properties, particle models, and observable changes.

Differentiation

• Provide picture-supported vocabulary, color-coded particle diagrams, enlarged print, reduced writing choices, sentence frames, and teacher or peer scribing. Read all directions aloud and offer dyslexia-friendly sans-serif text, increased spacing, and short chunks of information.
• Preteach vocabulary with gestures and real objects. Allow students to respond by drawing, pointing, circling, speaking, using a communication device, or dictating.
• Pair students intentionally and assign roles such as materials manager, observer, recorder, and reporter. Provide repeated demonstrations and one-step directions.
• For advanced learners, ask them to explain how particle spacing and movement differ among states, identify additional properties, or write a claim supported by two observations from the mixing investigation.