Teeny Tiny Particles

L. Veiga, Grade 5: Lesson 1 of 6

(This lesson plan is based on a class of 20 students)

I expect this lesson to take 1 session, about 60 minutes. This lesson is to introduce the concept
that matter is made up of tiny particles. In this lesson, students will investigate each state of
matter in three different activities. They will use the activities to make observations of tiny
particles in the liquid, solid and gas by completing three stations with in their group. Students will
record their observations on their field guide that is provided for them for each station. This field
guide will have a section for observations and section to make a model of what they are
observing in each station. Once teams have finished with their observations, we will come back
as a class and discuss their observations.

NGSS targets:
DCI: Develop a model to describe that matter is made of particles too small to be seen.
5-PS1-1 [Clarification Statement: Examples of evidence supporting a model could include adding
air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and
evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-
scale mechanism of evaporation and condensation or defining the unseen particles.]

CCC: Scale, Proportion, and Quantity

● Natural objects exist from the very small to the immensely large. (5-PS1-1)

SEP: Developing and Using Models

● Use models to describe phenomena (5-PS1-1)

Student Learning Objectives

1. Students will, from observing the three states of matter and identifying that matter is
made up of tiny particles too small to be seen by filling and releasing air from a balloon,
splitting a puddle of water into smaller drops of water, and melting ice into a liquid; they
will model this by arranging pom pom balls as particles for each substance.

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Engage
Start the class off by having the students get into their science groups.

Teacher Note: Ask questions about matter:

-Can anyone tell me what matter is?

-What are some examples of matter?

-What are some example of something that is not matter?

Teacher Note: Now read the book “What’s the Matter in Mr. Whiskers’ Room?” and stop at where
the “Big Ideas” are stated on the page.

Review with the class from the book:

-Everything around us is matter.

-Matter can come in different forms.

Explore
Allow students to work in 5 groups of 4. Each group will get three different boxes with the
materials for each task. Each box will be labeled with 1-3 to guide the students of what order to
go through. They will perform each task and record their observations on their field guide. They
will also draw a picture for each task detailing what is going on with labels.

Teacher Note: Make sure to print out the Task cards 1-3 for each group.

Task #1

Step 1:Take a few pieces of ice from the ice chest.

Step 2: Put the ice cubes in the ziplock baggie.

Step 3: On your field guide, Answer the question: What does the ice look like right now?

Step 4: Make a model of the molecules of the ice with the pom pom balls on your field guide.

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 Step 5: Lay the ziplock with the ice cubes to the side. (Make sure it is sealed closed).

Step 6: Come back to task 1 after you have finished task 2 and 3.

Step 7: On your field guide, answer the question: What does the ice look like now? What
happened to the ice?

Step 8: Make a model of the molecules of the ice now with the pom pom balls on your field
guide.

Task #2

Step 1: Read the Field Guide questions for task one. While you are

completing this task, keep these questions in mind.

Step 2: Take a deflated balloon and with a partner, have one hold the outside of the balloon as
the other blows air into it.

Step 3: Once the balloon is filled, continue

having one partner hold onto the outside of the balloon and let go of the end

of the balloon. Observe.

Step 4: Discuss and record your observations

with your group.

Step 5: In your field guide, make a model of what the molecules look like inside with the pom
pom balls.

Teacher Note: Questions for Field Guide

-As the balloon gets bigger, what is happening to the molecules?

-Why does the balloon get harder before it pops?

-What is happening to the molecules as the balloon deflates?

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 Task #3

Step 1: Place a puddle of water in the middle of the mat where everyone can reach it.

Step 2: Give each group member a toothpick and move the water around on your mat using the
toothpick.

Step 3: Continue to divide the water into smaller drops. See how small you can get the drops to
be.

Step 5: Use a magnifying glass to make observations of the water droplets.

Step 6: Discuss and record your observations with your group: What is happening? Why do you
think this is happening? What can you conclude from your observations?

Step 7: In your field guide, make a model of the molecules of water using pom pom balls.

Explain
Before Experiment:
- What is matter? What are the three types of matter we have been talking about?
- What is matter made up of?

After Experiment: Ask students as a class:

- What happened during each station? What were your observations?
- What is matter made up of?
- Can we always see what matter is made up of? Why or why not?

Elaborate
In their groups they will have a bucket of water, an empty jar, and a paper towel. On the board
will be the question; Can you put a paper towel in a jar and put the jar under water but keep the
paper towel dry? Allow the students to solve this. Once every group has tried this, have them fill

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out an exit ticket that asks; Were you able to make it work? If so, how? Why did it work or not
work?

Evaluate
Formative: Student field guide containing their observations and models will be assessed
throughout the exercise.

Summative: Students will fill out an exit ticket that will help me see if the students grasped the
concept that liquid matter is made up of particles tiny particles.

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 Name:_______________________
Experiment Guide

Task # 1

What does the ice look like right now?

____________________________________________________________________________

____________________________________________________________________________

What does the ice look like now? What happened to the ice?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Models:

Task # 2

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As the balloon gets bigger, what is happening to the molecules?
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Why does the balloon get harder before it pops?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What is happening to the molecules as the balloon deflates?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Model:

Task #3
Observations:

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 What is happening? Why do you think this is happening? What can you conclude from your

observations?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Model:

Name:_______________________

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 Exit Ticket!
Were you able to keep the paper towel dry? If so, how? Why did it work or not work?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

References

Elementary Shenanigans. (n.d.). Retrieved from

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 http://www.elementaryshenanigans.com/2013/04/as-matter-of-fact-new-unit.html

Investigating Water Molecules. (n.d.). Retrieved from

https://betterlesson.com/lesson/644738/investigating-water-molecules

Ross, M. E., & Meisel, P. (2007). Whats’ the matter in Mr. Whiskers room? Cambridge, MA:

Candlewick Press.

Royce, C. A. (2017, April/May). Matter All Around Us. Science and Children, 54(8), 22-28.

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