Professional Documents
Culture Documents
Grade: 5th
By: David Knapp
Iowa Core Standards:
5-PS1-3. Make observations and measurements to identify materials based on
their properties.
5-PS1-2. Measure and graph quantities to provide evidence that regardless of
the type of change that occurs when heating, cooling, or mixing substances, the
total weight of matter is conserved.
21st Century Skills:
Communicate & work productively with others
Practice leadership skills
Practice of Science and Engineering:
Analyzing and interpreting data
Planning and carrying out investigations
Obtaining, evaluating, and communicating information
Teacher Notes
Preparations
Students should have sufficient space to work. Have students assigned in
predetermined small groups to facilitate transition from individual to group work.
Materials should already be separated into appropriate amounts for each group and all
containers and tools in sets ready for each group to obtain materials quickly.
Make sure the cups are transparent, so students can easily observe the mixtures
Note: Afterwards the materials must be thoroughly cleaned before next use.
Be sure to have handout of each of the templates ready and printed for students
before they start conducting the activities on their own. **Templates are found in
each section, as well as at the end of the lesson write-up.
Make sure students are familiar with their predetermined small group partners to
help the process/transition move efficiently
On each groups tray be sure to include:
2
Cleaning Up
Have all the students dump their dry mixtures in the trash and the wet mixtures in
the sink.
Have the students rinse and place the spoons, plastic bowls, and other
containers/tools near the sink for the teacher to wash
The teacher needs to be sure to clean the spoons, tools and containers with hot
water and dish soap thoroughly
Make sure everything is dry before using the objects for another activity
Background/Teacher Information
Students will become familiar with the characteristics of a mixture to be able to
compare/contrast to a solution in later activities. (All solutions are mixtures, but not all
mixtures are solutions.)
Students will design ways to separate mixtures. These initial activities will focus on
students hands-on with dry mixtures and simple liquid/solid mixtures that can be
separated easily by the use of simple tools/procedures (e.g. filtration, magnetism,
physically picking apart).
The next activities would include mixtures where separation procedures using distillation
3
In the first part of our activity you are going to create different mixtures. You will have
a number of different substances to use and small plastic bowls to combine them in.
Oops, I think I may have just used a new science term. Can anyone tell me what it
might be? (Substance) Excellent- lets take a
minute and add that in our science notebook in
the section on mixtures.
When we think of the examples we just listed in
our mixtures, what do we mean that they are
combinations of substances? (Examples of
possible responses include: ingredients,
components, parts all are acceptable as
replacements for definition of a substance as
matter which has a specific composition and specific properties).
Lets add this to the definition we started in our science notebooks.
Have you ever made a mistake and added the wrong things together? I have
accidently put pepper instead of salt into my soup! Did you know there are ways we
can fix those mistakes? I discovered a way to remove the pepper from a liquid (maybe
you can too). If you drop paperclips into a box of marbles is there more than one way to
get them out?
In the second part of our activity you are going to try to separate the mixtures your
group makes by designing and implementing methods (plans) to do this by using a
variety of different tools provided in your materials bin. We will be able to separate most
of our mixtures because of the physical properties of the substances we use in the
mixture. As you are working through the activities keep in mind the question of what we
mean when we say that something has a physical property and we will add this term to
our science notebooks when we are summarizing/sharing our findings.
Observe the groups and record in a notebook how the groups are conducting the
experiment
Directions:
The materials you have include a number of substances (water, pepper, cheerios,
gravel, sand, paperclips, and marbles) and containers to use to hold your mixtures. At
first just mix 2 substances together but then try creating more complex mixtures by
adding more than 2 substances. Be sure to label (use the post it notes provided)
your container with a list of the substances you have used in each mixture.
** Remember our good citizens guidelines as you work together: listen and respect
each others opinions, give everyone time to work with the materials, and stay focused
on the job of completing all the activities and recording your work.
Follow good scientific
procedures and be sure to
Record your work (the contents
of your mixture) on your graphic
organizer for your science
notebook as well.
(See Template # 3)
Carrying out Activity Two:
Discuss the mixtures created
in the first activity. Give the
students the directions for the
second activity (include
identifying the tools tweezers, magnets, etc. - but do not tell them how to
use the tools or what procedures to follow in separating the mixtures let them
find these themselves).
Allow the students to carry out the experiments/activities to separate the
mixtures
While the students are experimenting, walk around the room answering any
questions students may have
Observe the groups and record in a notebook how the groups are conducting the
experiment
Directions:
7
The materials you have include a number of tools (spoons, large magnet, strainer or
screen, large size tweezers, beaker, water) and plastic trays/containers to use to hold
your substances as you separate your mixtures.
In the second part of our activity we are going to see if it is possible to separate the
substances in our
mixtures.
Follow good
scientific procedures
and be sure to
record your work
(the tools you use
and the steps you
follow to separate
your mixture) on
your graphic
organizer for your
science notebook as
well.
(See Template # 3)
Directions:
You should have already been updating the vocabulary pages and graphic organizer
provided for you to record your data/results as you
created then separated your mixtures.
(See templates #1
and #2)
Focus Questions
In addition, you should create/save a couple of pages to respond to the Focus Questions.
Remember: You do not need to respond to these until after we have completed our
Sharing of Findings activities we will be discussing many of the focus questions
during your presentations!
Each of the terms will be displayed on a word wall during the unit
Students will enter all their definitions into the template for their science
notebooks NOTE: I will be completing an example of this on the Smartboard
as they do their individual entries
Terms and definitions include:
Mixture: a combination of two or more substances that keep their
properties and can be easily separated.
Substance: possible responses include ingredients, components, parts
all are acceptable as replacements for definition of a substance as matter
which has a specific composition and specific properties
Physical Property: a characteristic that can be observed or measured.
Pure substances have consistent and unchanging physical properties.
o Mechanical Separation- Physical separation using your hands or tools
such as tweezers
(Particles are usually separated out by size sand vs gravel).
o Magnetism - Physical separation of magnetic components in a mixture
(Particles are separated based on magnetism)
o Filtration - Separates solid particles from a fluid/liquid
(Particles are separated based on size and/or state of matter)
o Flotation -Physical separation by adding a liquid to a solid mixture
(Particles are separated based on ability to float)
ADDITIONAL VOCABULARY (Transition for NEXT lesson):
Homogeneous mixture a mixtures where the substances cannot be
identified but can be separated (salt water)
Heterogeneous mixtures - a mixtures where the substances can be
identified and easily separated (gravel and paper clips; milk and cheerios)
Students should include drawings representing the terms in the template as well.
This will help students visually see how
the terms are used.
11
12
First:
Draw a labeled picture in your Science Notebook of your mixture.
Decide what tool(s) to use to separate this mixture.
Use the tool(s) to complete the experiment.
Draw a labeled picture of your observations after separating the mixture.
Finally:
Complete the table to record your data.
Summarize what you know about mixtures.
Describe the
mixture.
List the substances
Observe:
Did the physical
properties
change?
Describe any
changes, i.e.
was the mixture
homogenous?
Predict:
Will you be
able to
separate
it?
Predict:
What tools
and or
procedures
will you use to
separate this
mixture?
Results:
What tools did
you use if you
were able to
separate it?
(name or draw a
picture of the
tool)
Results:
If more than 2
substances in
the mixture,
describe (or
draw a picture
of) the steps
you used to
separate it.
14
15
16
17
18
19
Sharing Students
and/or Partner Option
Create a poster representing your results
Findings (Individual
Two)
23
24
25
Assessment:
Separating Mixtures
Question 1: What would
sand from gravel?
Reflection
be the best method to separate
_________________________
_________________________
__________
_________________________
_________________________
______________
_________________________
_________________________
______________
_________________________
_________________________
______________
Questions 2: A student mixed
cheerios, sand, and paperclips
together.
What steps can you take to
separate all three solids into
three separate piles?
*Be sure to list the steps in the order you would take.
_______________________________________________
________________
26
________________________________________________________________
________________________________________________________________
________________________________________________________________
SELF-ASSESSMENT Reflection:
How well did you participate today?
Using a scale from 1 to 5 (with 5 being the highest), how would you rate your
understanding of mixtures?
27
Assessment
Rubric
Excellent
(4-5 points)
Acceptable
(2-3)
Science vocabulary is
accurate; procedures
are accurate and
responses are
sufficiently detailed
Self-Assessment
(2 points)
N/A
Completed (2 points)
Originality
(2 points)
N/A
Science Concepts
(4 points)
Writing
(2 points)
N/A
Needs Improvement
(0-1)
Summary
Students should be able to summarize the different techniques used to separate
mixtures and will be able to determine the physical property in which each technique
manipulates in order to separate the components. In addition, they should be able to
explain that mixtures are physical combinations of substances and that mixtures can be
separated into their individual components by manipulating the physical properties of
the substances in the mixture.
Mechanical Separation
- Physical separation using your hands or tools such as tweezers
(Particles are usually separated out by size sand vs gravel).
Magnetism
- Physical separation of magnetic components in a mixture
(Particles are separated based on magnetism)
Filtration
- Separates solid particles from a fluid/liquid
28
29
30
31
32
1 permanent marker
2 pitchers
1 spoon
water
iPad with Popplet app
Teacher Notes
Preparation
Have the two mystery liquids on the students desked labeled A and B
Before starting the introduction of the experiment, be sure to have post-it notes
and a permanent marker so the volunteer is able to label the pitchers
Have 200 mL of water prepared to put into the two pitchers
Be sure to have a large spoon to mix prepared for demonstration
Have one 25 mL spoon to help mix the soft-drink powder mixed prepared for the
demonstration
Be sure the soft-drink powder is strawberry, cherry, berry, fruit punch,or grape
flavor. Avoid lemonade because the acid taste may confuse students when
comparing the sweetness of the drink
Buy enough soft-drink powder that each group of four will have enough mixture
to conduct the experiment
Make sure the cups are transparent, so students can easily observe the mixtures
The cups must be thoroughly cleaned with hot water and dish soap before using
to help not to spread germs
Make sure to consider any health risks that the students might have when
drinking this substance
Be sure to use the link below for this handout ready and printed to hand to the
students before they start conducting the experiment on their own
Worksheet Also pasted on the end of this doc.
Setting Up Activity
Have groups of four already made to help the process become smoother
34
diagram in the front of the room. How are the liquids alike? I will write this on the large
venn diagram, then we will discuss the overall results. Fifth graders, today we are going
to be exploring different types of solutions that you have will be making on your own.
Running Activity
Introducing Tasks
Can anyone tell me what a soft-drink is? Students respond. As one can see, I have
different amount of powder up here to make my soft drink, but unfortunately I do not
remember the recipe to make the soft-drink. Our first task will be to find how much softdrink powder I should mix with 1000 millimeters (mL) of water to make a great tasting
drink. In order to do this task, you will see there is a spoon up here to measure the
powder and a 1000 mL beaker to measure the water. After each soft-drink is made, you
will record what you observe in the worksheet I will be handing out to you. This
worksheet will be glued in your science notebook. Hand out the worksheets. Now, that
you have worksheet we are going to start the task. Can I have three volunteers to help
me with this process. Teacher will choose three different volunteers. The teacher will
then tell the students each of their task and when to do it.
Introduction Process:
I will have volunteer 1 label the pitchers 1 and 2
I will show the class the first pitcher
Volunteer 2 will measure three 25 mL spoons of drink powder into pitcher 1, then
stir using the giant spoon (the student will use the mL spoon to measure the
drink powder)
Volunteer 3 will then measure one 25 mL spoon of drink powder into pitcher 2,
then stir (the student will also use the mL spoon for this)
The student will then each get a cup of 20 mL of each type of solution and be
able to try it
Have the students record their data about the different types of taste of the
solution
36
Discussion
The worksheet that I have provided for you compares and contrasts different solutions.
Right now, we did solution 1 and 2. (Question #1) How was solutions similar and
different? I want you to record how they were similar and different. We will discuss this
as a class. Now, I will be handing out cups to taste the different types of solutions. It is
important to know that we usually do not drink ANYTHING in science, but today is an
exception. You may drink each of the solutions and record your observation. Be sure to
write your name on the cup to help not spread germs. Let the students record their
answers, then discuss what they came up with the taste. During this task, we were
stirring drink powder to make a soft drink, can anyone tell me what this is called? Guide
student thinking so they get mixture.Why is this called a mixture? Be sure students
understand that it is when you mix two different substances together to make
something. Be sure the students also understand that it is a solution because it is a
homogeneous mixture composed of two or more substances that are transparent. What
do you think the solute and solvent is in the mixture? Make sure the students
understand that the solvent is the water and the soft-drink powder is the solute. Now
that we understand the components of making a solution. (Question #2) How could you
test something to see if it is a solution? You can give examples. Listen to the students
examples and explain how you can tell it is a solution by filtering it and seeing if it is
transparent. What are some things that you noticed about the color and taste of
solutions of 1 and 2? Discuss this as a class. Make sure students understand that
solution 1 was sweeter and darker. As you are describing the next vocabulary terms.
Write them on the board and have the students record these terms in their notebook. As
many of you noticed, solution 1 was much sweeter and darker than solution 2. When a
soft-drink tastes sweeter and is darker, it is more concentrated solution. When a
solution does not taste sweet or almost tastes like water and is not dark then it is less
concentrated or more dilute solution. Does anyone know what concentration means?
Take different answers from the students. If the students do not understand the term
explain to the students the following: Concentration refers to the amount solute or
material dissolved in a liquid or a solvent. The more solute or material dissolved in the
liquid or solvent, the more concentrated the solution is. Be sure to review this concept a
37
few times before the students start doing the second part of the experiment. Now, as
you are finishing your experiment, I want you to think about if the solution has more or
less concentration.
Explain what the students will be doing in their experiment:
In your table groups, you are going to be making two different types of a solution.. Be
sure to record any observations that come to mind such as color and taste. The
solutions you will be observing is two different solutions made with different amounts of
water and the same amount of soft-drink powder. Write these questions on the board
while you are saying them. I want you to think of these questions I am writing on the
board and record them in your science notebook. They are: (Question #3) In your
science notebooks record how Solution A and B are alike and different? Think about the
appearance, taste, and color of the solutions. (Question #4) Why is one liquid darker
than the other? (Question #5) How does the taste of the solutions affect the amount of
concentration? Explain your reasoning. Let the students write all these questions. While
working, remember how we measured the water and soft-drink powder while you are
experimenting. Also, be sure to label your solutions as described in your sheet. The
label will help you be able to keep track of which solution is which. It is important to
remember to write the your name of the cup you will be drinking out of to help not
spread germs. Now, you may begin experimenting, if you have any questions please
come up and ask or raise your hand and I will come to you. Before you begin, a
question I want to write in your science notebook your prediction to the following
question (Question #6) Predict if all solutions made with soft-drink powder and water the
same? Why or why not? Write this question on the board. Let student conduct the
experiment.
Carrying on the Experiment:
Give the students their materials once you are done explaining the directions
Allow the students to carry out the experiment
While the students are experimenting, be walking around the room answering the
students any questions they may have
38
The teacher should observe the groups and record in a notebook how the groups
are carry out the experiment
Conclusion of Activity:
Based on your observations, let's go back to our focus question. (Question #7) Are all
solutions made with soft-drink powder and water the same? From conducting the
experiment, I want you to answer this in your science notebook under your prediction.
Think about the terms we discussed earlier today. Discuss this as a class. (Question
#8) In your notebooks, record how your predictions differed from what actually
happened? Explain your reasoning Discuss this as a class.. Be sure to go through all
the terms that you have written on the whiteboard. Once you are done writing in your
science notebooks, you may collaborate with your group to start on your Popplet
activity.
I will have each of the terms on the whiteboard from doing the experiment
Students will enter all their definitions into the diagram used above my drawing
them in their science notebook
NOTE: Students will have an example of this shown over the overhead for
an example
Terms and definitions that were useful in this lesson and can be place in their
vocabulary diagram are:
Solution: homogeneous mixture composed of two or more substances that
are transparent
Solvent: the liquid that is being used in a mixture
Solute: the material that is dissolved in the mixture
Dilute Solution: taste weak almost like water, is not very concentrated
Concentration: the amount of solute or material dissolved in a liquid or a
solvent
Students should include a drawing of their terms in the third box. This will helps
students visually see how the terms are used.
40
student will use their venn diagram that is listed above to help answer this
question and glue it in their science notebook)
5. Big Picture Questions
a. Question #4: Why is one liquid darker than the other?
b. Question #5 How does the taste of the solutions affect the amount of
concentration? Explain your reasoning.
c. Question #6: Predict if you know if all solutions made with soft-drink
powder are the same? Why or why not?
d. Question #7: Based on your experiment, were all solutions made with softdrink powder and water the same?
6. Overall Thoughts
a. Question #8: How were your predictions different from what actually
happened? Explain your reasoning.
42
43
44
45