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Plan for whole class discussion: Mixtures

Remind students the day before that they will be presenting.

Present one set of mixtures in the front of the class on the front table
o Go over the mixtures as a class. Make sure they are labeled. So everyone
is on the same page. Tell the students that they can use it as a reference
when presenting

Who will share and in what order:

Students will regroup with their task team and review their diagrams.
o Timing: 5-10 minutes
o Say-> Today you will be presenting your diagrams to the class explaining
how mixtures are classified. I will randomly pick two members of the group
to come up and present how and why you classified the mixtures the way
you did. You will have 5-10 minutes to get together in a team to talk about
your diagram and regather your thoughts for the presentation.
o I plan on selecting the groups based on amount of detail and descriptions.
Starting with the least detailed to the most detailed. Preferably staring with
artifact 3 and ending with artifact 1.
o This is for the purpose of adding new ideas on to old ones. I will write their
main ideas on the board that stand out and ca contribute to a final
classroom diagram.

Structuring student sharing:

o Clarify how students will be held accountable for listening to their
classmates ideas. Before beginning the presentations say:
After a group has finished explaining their diagram, I will call on students
to provide constructive feedback to your classmates. You may ask or answer the
following questions:
Do you agree?
Why did you organize it this way?
Is there something missing? If so what is it?
How do you know it is heterogeneous or homogeneous?
If you do not want to comment on their diagram, then explain how you can modify
your own diagram based on their ideas.

Follow-up questions:

o Once students have been given a chance to make their comments and
questions, make connections to big ideas:
o What do you mean by <term/phrase>?
o What observations did your group use to distinguish between
homogeneous and heterogeneous?
o Why do you think that mixture acted that way?
o Is there a way you can make a homogenous mixture into a
heterogeneous mixture? If so, how?
o In general what is the behavior we look at to categorize mixtures? What
properties did we examine? What might they be called?
o Why is it important to distinguish mixtures?


Board space:
o I would like the students to keep their diagrams on the board in the order
they come up to present. This will display the magnitude of detail of the
following diagrams.



Using students

ideas, make a
compiled Diagram

Big ideas from each group:

(Under each diagram, write/list the big ideas students point out.
Circle new words students introduce or words that can be made scientific.)
Mixtures - made up of two or more matter forms.
Two main types of mixtures - homo meaning uniform or same, and hetero meaning different.