Mixtures and Solutions Lesson Plan Assignment

8/20/2019 Mixtures and Solutions Lesson Plan Assignment

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EDUC 5863 – Methods in Middle/Secondary Science

Lesson Plan Assignment

essica Mar!s

"#esday$ %cto&er '3rd$ '()'

This set of lesson plans corresponds to Unit 4 of the Grade 7 Science Curriculum, Mixtures andSolutions. The lessons introduced herein will begin the unit, with a focus on defining mixtures

and solutions, identifing their components, and discussing how the can be separated. The first

lesson will introduce students to both mixtures and solutions on a !er basic le!el. The secondlesson will build on this "nowledge with a more in depth loo" at solutions, solubilit, and solute

and sol!ent properties. The third lesson will combine the information presented in the first and

second lessons, with a focus on separating mixtures. #n this lesson, students will be gi!en the

chance to put their "nowledge of mixtures and solutions into practice b participating in a hands$on exploration acti!it.

%ach lesson begins with a brief o!er!iew, followed b a detailed brea"down of acti!ities.

Materials such as hand outs, exit slips, and lecture notes can be found in &ppendix &.

'esson () #ntroduction to Mixtures and Solutions

Descri*tion+ This is an introductor lesson on mixtures and solutions. #t is the first lesson of the

unit and will pro!ide a foundation for an in depth loo" at solutions and separation of mixtureswhich will be discussed in the following lessons.

Learning %&,ecti-es+ &fter participating in this lesson, students will be able to)

(* +escribe mixtures in!ol!ing solids and liuids -solid$solid, solid$liuid, and liuid$liuid* and pro!ide an example of each.

* +ifferentiate between homogeneous and heterogeneous mixtures using authenticexamples./* Classif common materials as either mixtures or pure substances.

C#rric#l#m %#tcomes+ /07$() +istinguish between pure substances and mixtures using the

particle theor of matter -pure substances !s. mixtures, heterogeneous mixtures, homogeneous

mixtures1solutions*

Materials needed+ mini$lesson powerpoint, sca!enger hunt handout -( per group*, exit slip -(

per student*

Acti-ities+

). otPairShare+ Mi0t#res 1)( min#tes.

Students will be gi!en two minutes to write down e!erthing that the "now about

mixtures. &fter the allotted time, the will share their responses with a partner, then with

the whole class. This brainstorming acti!it will help the teacher to assess students2 prior

"nowledge and will lead into a mini$lesson on mixtures and solutions.

'. 2nteracti-e Mini Lesson 1Mi0t#res$ Sol#tions$ and P#re S#&stances. 1)5 min#tes.



Using the powerpoint pro!ided -see attached* the teacher will lead an interacti!e mini$

lesson on mixtures and solutions. &n introduction to a !ariet of solid$solid, liuid$liuid,

and solid$liuid mixtures will be pro!ided and a distinction between heterogeneous and

homogeneous mixtures -solutions* will be made. The classification of matter into

mixtures and substances will then lead to a discussion on pure substances, and se!eral

real examples of mixtures, solutions, and pure substances will be introduced. Students

will be expected to participate and ta"e notes during the mini$lesson.

3. Science Sca-enger #nt – Mi0t#res -s4 S#&stances 1)5 min#tes.

Using the handout pro!ided -see &ppendix &*, students will identif as man mixtures

and substances as possible that can be found in the classroom -in groups of /*. The list of

mixtures ma include things li"e people -bos !s. girls*, craons, food -lunch*, class fish

tan", teacher2s coffee etc. The will classif the obser!ed mixtures as either

homogeneous or heterogeneous, and will state whether or not a substance is pure.

. Sca-enger #nt Disc#ssion 1)( min#tes.3ollowing the sca!enger hunt acti!it, each group will share their list of items with the

class and explain wh certain items were classified as homogeneous, heterogeneous, or

pure substances. This gi!es the teacher an opportunit to chec" for understanding of the

material.

5. E0it Sli*s 15 min#tes.

See assessment.

Assessment+ ith the time remaining, students will complete an exit slip to assess what the

ha!e learned. 3or a sample exit slip and response see &ppendix &.

ra* U*/7election+ The discussion following the sca!enger hunt acti!it will be used to re$

emphasi5e the important points of the lesson -ie. mixture !s. substance, heterogeneous !s.

homogeneous* and to answer an uestions that arise.

'esson ) &n #n +epth 'oo" at Solutions

Descri*tion+ This lesson will pro!ide a more in depth loo" at solutions, with a focus on

solubilit, sol!ent$solute interactions, and factors that ma affect them. 6alfwa through the

lesson, we will switch gears a little, and will engage in a concept mapping acti!it on separatingmixtures in preparation for the exploration in the next class.

Learning %&,ecti-es+ &fter participating in this lesson, students will be able to)(* #dentif solutes and sol!ents in se!eral common solutions.

* +escribe how temperature can affect solubilit using a specific example.



C#rric#l#m %#tcomes+ /07$) +escribe the characteristics of solutions, using the particle

model of matter and the terms solute, sol!ent, dissol!ing, and soluble /07$8) +escribe

ualitati!el the factors that affect solubilit -ie. temperature, pressure*.

Materials 9eeded+ chart paper, water, sugar, plastic cups, !egetable oil, 9raft dinner, hot plate,

mil", Mix$: cards

Acti-ities+

). Chal! "al!+ Sol#tions$ Sol-entSol#te 2nteractions$ and Sol#&ility 1)( min#tes.

This class should begin with a recap of what a homogeneous mixture or solution is.

Students will li"el remember that a homogeneous mixture is one in which the

components are of the same phase. The should be able to gi!e an example -such as salt

water, sugar water, ;uice*. Students should then be as"ed how a solution can be made. #f

the simpl answer, b mixing two things together, tr mixing oil and water together in

front of the class and show them that it does not form a solution. The ma describe one

substance as <dissol!ing= another, this is a "e term to the stud of solubilit. The

following terms should then be explained) The abilit of a substance to dissol!e in

another is referred to as solubilit. The substance being dissol!ed is referred to as the

solute, and the substance doing the dissol!ing is called the sol!ent. The mixture of a

solute and a sol!ent forms a solution. Students should then be as"ed what affects

solubilit. To illustrate this uestion, tr adding a large amount of sugar to a glass of

water. Show the students that the sugar becomes increasingl difficult to dissol!e as ou

add more of it to the water. &s" them how ou could ma"e the sugar dissol!e more easil.

Their first suggestion will li"el be to add more water, which is not incorrect, but ou areloo"ing for a wa to increase solubilit without adding more water or remo!ing some

sugar. Students ma also suggest stirring the mixture which promotes molecular motion

and adds energ to the sstem. #f we stir the solution fast enough the effect is similar to

heating it. 6eating it would be much faster though. The temperature dependence of

solubilit could also be illustrated b ma"ing a pot of 9raft +inner. #f the cheese powder

is added to cold noodles and mil" it will ta"e a reall long time to dissol!e, but if some

heat is added to the sstem, it dissol!es much faster. -The "e points of this discussion,

including the underlined terms, will be written on the board as the discussion progresses

and students will be expected to ta"e notes.*

'. M2:% S#mmari;ing Acti-ity 1)5 min#tes.

& lot of material has been co!ered o!er the past two lessons, and this acti!it will allow

students to summari5e what the ha!e learned so far. %ach student will be gi!en a blan"

M#>$: grid -li"e a ?ingo card*. #n each suare tile, the will put one !ocabular word

related to the mixtures and solutions unit -ex. solubilit, solute, sol!ent, dissol!e, mixture,

solution, homogeneous, heterogeneous, pure substance, solid$solid mixture, solid$liuid



mixture, liuid$liuid mixture, etc.*. &fter e!erone has filled out their cards, students

will circulate the class and exchange their mix$o cards with their classmates. #n order to

win the game, a student must produce a line of signatures b ha!ing other students sign

off on a !ocabular word and explain it to them. There is a catch though, the same person

can2t sign our card twice, and the first person with a line onl wins if the too can

explain each of the signed !ocabular words.

3. Conce*t Ma**ing and 2ntrod#ction to the Se*aration E0*loration 1'5 min#tes.

To prepare for the upcoming exploration, the class will engage in a group concept

mapping acti!it on separation of mixtures. Students will wor" together in groups of /$4

to de!elop a concept map -on chart paper* based on the template shown in &ppendix &

and will be as"ed to thin" about what separation is, wh it is used, and how it can be

accomplished with respect to mixtures and solutions. This will help ease them into the

inuir mindset, and will set a strong foundation for the upcoming exploration. %ach

group will be gi!en (0 minutes to create their concept map. &fter (0 minutes, the maps

will be posted around the room and students will participate in a <galler wal"= where

the circulate the room and loo" at one other2s wor". 3ollowing the galler wal" acti!it,

students will compare and contrast the ideas presented on each map which will lead to a

general discussion on separation of mixtures and solutions.

Assessment+ The M#>$: acti!it will pro!ide an excellent opportunit for the teacher to assess

students2 o!erall understanding of the mixtures and solutions unit. &s the acti!it is going on, the

teacher can circulate and listen to students2 oral explanation of "e !ocabular terms, and can

address an common mista"es1misunderstandings with the whole class at the end of the acti!it.

ra* U*/7election+ The Mix$: acti!it will pro!ide a midwa wrap$up for the mixtures and

solutions unit. Students will be gi!en an opportunit to reflect on what the ha!e learned, and to

share their "nowledge with others. The concept mapping acti!it is actuall a lead in to the next

acti!it, not a wrap$up1reflection in this case.

'esson /) Separating Mixtures and Solutions

Descri*tion+ This lesson will be used to introduce a !ariet of techniues for separating

mixtures. The class will begin with a brief re!iew of the concept mapping acti!it completed in

the pre!ious lesson -what do we separate, wh do we separate, how do we separate@*. The

students will then be gi!en a !ariet of mixtures to explore, and will design an experiment toseparate each mixture. 3ollowing this acti!it, students will share their ideas with the class, and

each of the techniues will be categori5ed as mechanical sorting, filtration, e!aporation,

filtration, or distillation.

Learning %&,ecti-es+ &fter participating in this lesson, students will be able to)



(* #dentif and separate the components of !arious mixtures b ma"ing use of their phsical

and chemical properties.

* Aame and explain three common separation techniues, gi!ing real world examples ofhow the could be used.

C#rric#l#m %#tcomes+ 0B$, /07$) Safel, using tools and apparatus, identif and separatethe components of a !ariet of mixtures using mechanical sorting, filtration, e!aporation,

distillation, and paper chromatograph.

Materials 9eeded+ %xperiment handout -see &ppendix &*, salt, water, sand, iron sha!ings, small

and large roc"s, rubbing alcohol, coin sorter.

Acti-ities+ The class will begin with a recap of the pre!ious classes. Students will remind

themsel!es of how mixtures and solutions are defined and how the can be classified as either

heterogeneous or homogeneous. The topic of separation will then be introduced, and students

will be gi!en an opportunit to brainstorm their ideas before conducting an inuir based

experiment.

). Se*aration Demo – Coin Sorter 13 min#tes.

To get students in the mindset of separation, a simple demonstration in!ol!ing a coin

sorter will be done. & handful of change -uarters, dimes, nic"els, pennies* will be

presented, and students will identif it as a heterogeneous, solid$solid mixture. The

teacher will then add change, one at a time to the coin sorter, and students will be as"ed

to obser!e what is happening. &lthough it is ob!ious that the coins are being separated, it

is important for students to recogni5e that this separation is based on the shape1si5e and

weight of the coin These phsical properties are the basis of the separation, which is the

underling theme of toda2s exploration.

'. Se*arating Mi0t#res E0*loration 135 min#tes.

?efore the common techniues for separating mixtures are introduced, students will be

gi!en an opportunit to explore a !ariet of mixtures and ma"e educated guesses on how

the could be separated based on the differing phsical and chemical properties of their

indi!idual components. To conduct the exploration, the class will be di!ided into 8

stations, and the students will be di!ided into fi!e groups. &t each station, a mixture will

be pro!ided, and students will be as"ed to first identif the mixture, then state whether it

is a solid$solid, solid$liuid, or liuid$liuid mixture and whether is heterogeneous or

homogeneous. This is simpl to re!iew the basic concepts presented in the first two

classes. Aext the will identif the components of the mixture, and will generate a list of

their chemical and phsical properties in order to predict a separation techniue. & brief

experimental design will then be recorded and a list of reuired materials to perform the

experiment will be pro!ided. %ach student will record their wor" at each station on the

exploration handout pro!ided in &ppendix & which will be submitted for mar"ing at the

end of the period. Students will be gi!en minutes at e!er station, for a total of /8



minutes -extra 8 minutes for transitioning* to conduct the entire exploration. The fi!e

mixtures will be salt water -e!aporation*, small roc"s and big roc"s -mechanical

separation1filtration*, mudd water -filtration*, sand and iron filings -mechanical

separation*, and water and rubbing alcohol -distillation*.

3. Class Disc#ssion+ Se*arating Mi0t#res and Sol#tions 1)( min#tes.#mmediatel following the experiment, students will participate in a whole class

discussion on the separation techniues the came up with -see wrap up1reflection*

Assessment+ +uring the experiment, students will record their obser!ations on the experiment

handout pro!ided in &ppendix &. The will be expected to describe a mixture as either

heterogeneous or homogeneous, and will identif phsical and chemical components of the

mixture that will help lead them to possible separation techniues. The will then describe an

experimental procedure that could be used to separate the mixture into its indi!idual components

and will list the materials necessar to conduct this experiment.

ra* U*/7election+ #mmediatel following this exploration there will be a class discussion

where students will be encouraged to share what the ha!e disco!ered about separating mixtures.

#n a sense, the will present their experimental designs for separating the pro!ided mixtures, and

their ideas will be lin"ed to standard separation techniues including filtration, e!aporation,

distillation, and mechanical sorting. & !ariet of methods to separate each mixture will be

discussed, and the class will decide which separation techniue is best and wh -ie. what ma"es

one separation techniue better than another@ D speed, efficienc, etc.*. #f a student suggests that

mixture of small roc"s and large roc"s be separated b hand, the method of manual separation

could be introduced, for example. Mechanical separation could then be lin"ed to real life

examples such as sorting laundr into dar"s and lights, separating garbage into wet and drcomponents, etc. #f students suggest that the mudd water mixture be passed through a small

filter, the teacher would introduce filtration and pro!ide real life examples of when this techniue

is used -water filtration, straining !egetables or pasta, etc.* #f students suggest that salt water be

boiled until onl salt remains, the method of e!aporation will be introduced, and other examples

of where this techniue could be applied will be pro!ided and discussed. ? the end of the

discussion, each of the abo!e mentioned separation techniues will be introduced, and the

applicabilit of each separation techniue to a gi!en tpe of mixture will be established.



A**endi0 A+ "eaching 7eso#rces and Materials

Mi0t#res and Sol#tions Sca-enger #nt



Group Members) EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE

hat is it@ Mixture1Substance 6eterogeneous16omogeneous1Fure

SubstanceE04 Ms4 Mar!s< Coee Mi0t#re omogeneo#s



E0it Sli*+ 2ntrod#ction to Mi0t#res and Sol#tions

Aame) Ms. Marks

(* hat is the difference between a heterogeneous and a homogeneous mixture@

A heterogeneous mixture consists of two or more visible phases while a homogeneous

mixture consists only of one single phase.

* Fro!ide an example of each of the following mixtures) solid$solid, solid$liuid,

liuid$liuid.

An example of a solid-solid mixture is sugar and sand. An example of a solid-liquid

mixture is salt and water, and an example of a liquid-liquid mixture is water and oil.

/* hat is a pure substance@ Gi!e an example.

A pure substance is a material of constant composition (homogeneous like sugar or

salt. !t cannot be broken down any further.

E0it Sli*+ 2ntrod#ction to Mi0t#res and Sol#tions

Aame) EEEEEEEEEEEEEEEEEEE

(* hat is the difference between a heterogeneous and a homogeneous mixture@

* Fro!ide an example of each of the following mixtures) solid$solid, solid$liuid,

liuid$liuid.

/* hat is a pure substance@ Gi!e an example.



M2:% Sam*le Cards+

M # >$ :"olid-liquid Mixture "olute "olvent #ure "ubstance

$omogeneous %issolve &iquid-liquid mixture "olution

"olubility Mixture $eterogeneous "olid-solid Mixture



Se*aration

hat="hin! Mi0t#res

hy= 7easons >or

7easons or?

o@=

?rea"ing &part

+i!iding

Sorting

Mixtures1Solutions into components

Using a machine

? 6and

To :rgani5eTo Furif

:nl want one component

Sample Concept Map -?olded is template*



Aame) EEEEEEEEEEEEEEEE Grade 7 Mar"s

Group Members) EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE Tuesda, :ctober /

rd

, 0(

Separation of Mixtures %xperiment

The purpose of this experiment is to explore the man possible techniues for separating

mixtures into their indi!idual components. #n this lesson, ou will use our "nowledge of

phsical and chemical properties, as well as mixtures and solutions to predict separation

strategies for a !ariet of mixtures.

3or each of the mixtures presented, identif whether it is heterogeneous or homogeneous, list the

components of the mixture and an of their phsical -si5e, color, mass* and chemical properties

-boiling point, solubilit, state* that ma assist ou in the separation. 3inall, suggest a method

that could be used to separate the mixture based on the phsical and chemical properties ou

ha!e identified. ?e sure to record all the materials needed to conduct our experiment and

pro!ide an explanation on how the experiment could be conducted. ecord all of our ideas in

the tables pro!ided. See the example below for more details.

9ame o Mi0t#re Cand Har

"y*e o Mi0t#re 1solidsolid$

solidli#id$ li#idli#id.

Solid$solid

eterogeneo#s or

omogeneo#s=

6eterogeneous

Com*onents Gumm bears and ;ell beans

Physical/Chemical

Pro*erties o Com*onents

Shape, si5e, mass, color

Possi&le Se*aration

"echni#es

Manual separation -put all the gumm bears in one pile, all the

;ell beans in another*

Materials 9eeded or

Se*aration

6ands, two containers

E0*erimental Design To separate the mixture of gumm bears and ;ell beans in the

cand ;ar, we would manuall remo!e all gumm bears and put

them into one container, and put all the ;ell beans in another.



Separation %xperiment 6andout -8 per group*

9ame o Mi0t#re

"y*e o Mi0t#re 1solidsolid$

solidli#id$ li#idli#id.

eterogeneo#s or

omogeneo#s=

Com*onents

Physical/Chemical

Pro*erties o Com*onents

Possi&le Se*aration

"echni#es

Materials 9eeded or

Se*aration

E0*erimental Design



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Mixtures and Solutions Lesson Plan Assignment

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