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Whats the Solution?

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

Part 1: Mixture Wizards


By: David Knapp
What students will be doing: Students will design a plan to create and separate mixtures; as well as developing understanding of related vocabulary. Students will be
making observations, recording data, and communicating results. Students will use
different tools to separate substances within mixtures and be able to explain how
determining which tool is to be used is based on size of substances and magnetic
properties.
(Maintaining science notebooks)
Materials:
For each student:
Individual Science Notebook
pencil
glue stick, scissors (to use when adding information/templates in
notebooks)
safety goggles (if needed)
gloves (if needed)
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copy of each template for notebook entries


For each group: (have sets of materials already organized in bins or large trays)
6 - 8 small transparent plastic bowls (to use making mixtures)
post-it notes (to use to label the substances in the mixture)
6 - 8 plastic plates or trays (to use when separating mixtures)
plastic spoons
large magnet
strainer or screen
large size tweezers
plastic cups
beaker (or other container for pouring water)
water
cheerios
pepper
gravel
sand
paperclips
marbles
iPad(s) with Popplet app

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:
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6 - 8 small transparent plastic bowls (to use making mixtures)


post-it notes (to use to label the substances in the mixture)
6 - 8 plastic plates or trays (to use when separating mixtures)
plastic spoons
large magnet
strainer or screen
large size tweezers
plastic cups
beaker (or other container for pouring water)
water
pepper
cheerios
gravel
sand
paperclips
marbles
iPad with Popplet app

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
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/boiling, evaporation, etc. would be appropriate. It may be useful (depending on student


progress with the dry mixtures and questions that may occur to them as they work) to
discuss/demonstrate these methods of separation; for example: demonstrate for them
due to safety concerns distillation/boiling.
https://www.youtube.com/watch?v=XHwlke8MMcU
Students should also have some knowledge about evaporation as this is a common
form of separation; if there is not time to allow for students to investigate this
themselves (example placing a small bowl of a liquid/solid mixture in the classroom and
observe evaporation effects over time) them discuss this or provide virtual
demonstration (https://www.youtube.com/watch?v=ppMdfnt80NE )

Introducing the Activity:


How many of you eat salad? How many of you have ever had trail mix? Raise your
hand if you have ever put milk on your cereal.
What do all these things have in common? (Combination of things, - i.e. a mix of
different things)
Can you name anything else that fits this pattern? (Responses might include:
pepperoni pizza, raisin bread, box of toys, garbage bag of trash, etc.)
So how might we define the concept of mixture (a combination of 2 or more
things..). Take a couple of minutes to START this definition in your science
notebooks. We are going to be adding more details to this section so we will begin on a
new page. *Remember to number the page where we are starting this section. We will
need to add it into our table of contents at the beginning of the notebook later (we will
do this after we finish the activities and we can decide then what to title the section).
(I will demonstrate: as students begin the section in their science notebooks I will follow
the same process on the Smartboard in a virtual science notebook. I will also print this
out and place either on a wall chart or a shared classroom notebook kept on the shelf
for students to refer to (this becomes a tool for students to self-check their own
notebooks and as a guideline for students who may be absent).

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.

Running the Activities

Carrying out Activity One:


Give the students their materials after you have provided the directions
Allow the students to carry out the experiments/activities to create mixtures
While the students are experimenting, walk around the room answering any
questions students may have
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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:
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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)

Concluding Discussion and Directions:


I saw lots of good work in your small groups during these activities with mixtures!
What are some of the things that you found interesting? ______
Did you have anything happen that really surprised you? ______
I noticed that some of you _______; how did you decide to _____?
***** Based on teacher observations of group work be sure to prompt student led
discussion that provides the opportunity for students to review their activities, their
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procedures/choice of tools, results etc. Note: Be sure to provide positive reinforcement


for ANY attempt that did NOT work, discuss what is learned from unsuccessful as well
as successful trials, etc. Make sure to provide prompts in the discussion that informally
reviews key vocabulary and concepts.

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)

You will need to


summarize the methods/tools you used to
separate the individual substances from your
mixtures. (See template #3)

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!

Summary of Science Notebook Writing:


1. Vocabulary (table/chart)

2. List of mixtures; tools and procedures used to separate substances (table)

3. Graphic organizer re: types of separation (foldable)

4. Science Notebook Entries (focus questions; narrative writing)


Before the students answer the question, be sure to have them write the blue headings
in their notebook and then respond to the question.
1.
2.
3.
4.
5.

Creating a plan and Designing ways to separate mixtures:


Comparing processes of separation:
Apply to Real Life:
Big Picture Questions
Overall Thoughts

Dealing with Vocabulary:


Once the students have completed conducting the activities, they will be writing a
definition and drawing a picture of each of the new terms in their science notebooks.
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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.

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Student recording sheets (templates)


Science Notebook Template # 1 (Vocabulary)

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Science Notebook Template # 2


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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.

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Science Notebook Template # 3


Directions: Cut out the organizer.
Glue the left side of the organizer into your notebook.
Cut into flaps with the name of each type of separation.
Under each flap describe the different methods used to separate your mixtures.
Graphic Organizer

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Sample of content written in notebook beneath flap answers will vary

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Science Notebook Entries (focus questions):


Before the students answer the question, be sure to have them write the blue headings
in their notebook and then respond to the question.
1. Creating a plan and Designing ways to separate mixtures:
2. Comparing processes of separation:
3. Apply to Real Life:
4. Big Picture Questions
5. Overall Thoughts

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Image free @ foss.org


https://www.google.com/search?q=science+notebook+image&biw=1440&bih=782&tbm=isch&tbo=
u&source=univ&sa=X&ved=0ahUKEwi38L6F6aTJAhWI2B4KHYGsCR0QsAQIGw#imgrc=S6iYun8W
SRjkHM%3A

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High Quality Questioning:

Science Notebook Entries (focus questions):


Before the students answer the questions, be sure to have them write the blue headings
in their notebook and then respond to the question.
1. Creating a plan and Designing ways to separate mixtures:
Question #1: How did you separate the mixtures with just two
substances? **Refer to the graphic organizer(s) you used for the
activities. Would there be other ways to have separated this
mixture? (If so please name them)
** Response should include some reference to processes/tools used being
based on the physical properties of the substances in the mixture.
2. Comparing processes of separation:
Question #2: How did you separate mixtures with more than just a
few substances? Explain the procedures/steps you would use. How
did you decide which substance to pull out first?
**Steps/procedures should be specific and explain the separation process
fully in a logical order.
3. Apply to Real Life:
Question #3 Are there times in real life when we would want/need
to separate mixtures of certain substances? Give
examples/explanations.
** Separating water to drink from bugs/plants that might be in it.
** Getting gold out of water or other types of rock.
** Removing sand from food.
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4. Big Picture Questions


a. Question #4: Choosing one of the mixtures you worked with in this
activity; describe what would happen if you added the substance
glue to the mixture. Could you still separate each of the substances;
is it possible that some substances within a mixed can be separated
but not others? Explain your reasoning.
** Response will vary but should reflect the need to consider how
substances might affect the physical properties of each other.
b. Question #5: How might you test a mixture to determine what
tools/steps might be appropriate to use to separate its substances?
Explain your reasoning.
**Responses will vary but should reflect the need to determine the
physical properties of the substances in the mixture- i.e. pass a magnet
next to the mixture to see if any substance responds, measure a
substance in the mixture compared to the opening s of a filtration
device/screen to see if it might pass through, etc..
c. Question #6: Predict the outcome if you added chemical processes
such as heating to a solid mixture.
***Responses will vary but should reflect that processes such as heating
can change the physical properties of the substances in the mixture and
therefore the tools/methods needed to separate the mixture AND that the
changes may make it impossible to separate the mixture if one or more of
the substances physical properties is dramatically altered.
d. Question #7: How could you design a template or checklist for the
process of separating mixtures.
**Responses will vary but should include determining the substances in
the mixture, reflect the need to determine their physical properties and
identifying tools/procedures that match these properties to separate the
substances from each other.
5. Overall Thoughts
Question #8: Based on what you know about mixtures, how would
you explain the process of separation to someone who had never
worked with this science concept?
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** Reponses should reflect the need to identify the properties of the


substances as part of designing a plan for the procedures and tools that
necessary to complete the process of separation.

Sharing Students Findings (Group)


Students will already be placed in groups conduct their experiments.
Once the students have completed the activities, they will work together to
design and answer a question about the procedures and tools needed to
separate a mixture of two or more substances found in real life.
(Note: Make sure students first form a specific question; if needed have them
check with the teacher regarding their question before moving to the rest of the
assignment.)
Question: __________________?
Students will identify the contents of mixture, the physical property of the
substances in the mixture and the tools/procedures they will use to separate the
mixture.
Students will present their Popplet to the class. Students must have different
speaking roles to explain the overall question

Sharing Students Findings (Individual and/or Partner Option One)


Choose a common mixture you might see in your environment and Design a
machine that will separate the substances.
Note: while you may certainly design your machine with original technology that
may not exist yet, make sure you identify the physical property of each substance
and specifically how your machine is using tools/procedures that are based on
those properties to separate the mixture. For example: you would not likely
design a magnetic machine to separate milk and cheerios.
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Sharing Students
and/or Partner Option
Create a poster representing your results

Findings (Individual
Two)

Samples (*these are examples; students should design their own):

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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.
_______________________________________________
________________

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________________________________________________________________
________________________________________________________________
________________________________________________________________

Questions 3: Create an ORIGINAL graphic organizer to summarize the information you


learned.

Questions 4: Draw a picture or diagram to summarize what you learned.

SELF-ASSESSMENT Reflection:
How well did you participate today?

What do you now know that you didnt know before?

Using a scale from 1 to 5 (with 5 being the highest), how would you rate your
understanding of mixtures?

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Assessment
Rubric

Excellent
(4-5 points)

Acceptable
(2-3)

Science vocabulary is
accurate; procedures
are accurate and
responses are
sufficiently detailed

One to three errors in


science vocabulary;
procedures are either
inaccurate and/or
responses are not
sufficiently detailed

More than three errors


in science vocabulary;
procedures are either
inaccurate or
incomplete and/or
narrative responses are
either missing specific
details or incomplete

Self-Assessment
(2 points)

N/A

Completed (2 points)

Not complete or missing

Originality
(2 points)

N/A

Science Concepts
(4 points)

Writing
(2 points)

N/A

Responses are original


and reasonable
(2 points)
Less than 5 errors in
spelling, grammar or
sentence construction
(2 points)

Needs Improvement

(0-1)

Not complete or missing


More than 5 errors in
spelling, grammar or
sentence construction
or incomplete

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
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(Particles are separated based on size and/or state of matter)


Flotation
-Physical separation by adding a liquid to a solid mixture
(Particles are separated based on ability to float)
Additional discussion (to set up next activity leading to experimenting with solutions):
A mixture occurs when two or more substances combine together, but can be
physically separated. A mixture can be made of: two or more substances in the same
form (ex. liquid & liquid) or two or more substances in different form (ex. liquid & solid).
Physically separating a mixture can be as easy as picking pepperoni off of your pizza,
or as difficult as removing sand from ocean water. Both can be accomplished through
different methods. Picking pepperoni off of your pizza can be done easily by hand or
with a tool. Picking tiny particles of sand out of ocean water cannot be done easily by
hand, but running the water through a filter can separate the two substances.
There are two basic types of mixtures: (1) Heterogeneous mixtures and (2)
Homogeneous mixtures.
Heterogeneous mixture is a mixture that is not uniform in composition (it is NOT the
same throughout). Sometimes you can see the different substances in a heterogeneous
mixture - Ex. Italian dressing, sandy water
Homogeneous mixture is a mixture that is uniform in composition (it is the same
throughout). The most common homogenous mixture is a solution. In a solution one
substance breaks up into very tiny particles and mixes uniformly with the other
substance.
Most of the mixtures we made today would be considered heterogeneous because they
are not an even distribution we could still recognize the individual substances.
(*** Note: we will be working with mixtures that totally dissolve into each other next
these are called solutions because the substances that combine into the mixture with
a completely even distribution they will be called homogeneous you dont need to
enter these terms in your notebook yet but I did want to let you know there are
differences in types of mixtures that we will be learning about soon).

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REVIEW: Methods of Separating Mixtures


(To be used to review concepts before beginning future lesson on solutions as a
type of mixture)
1. Physically removing/separating substances (by hand or tools)

2. Float one or more substances and then remove it/them

3. Use some type of filtration tool

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4. Remove any magnetic substances

Not included in our activities but add to discussion leading to solutions:

5. Boil/distill the object

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6. Allow evaporation of liquid substance to separate from solid

Part 2: Just Concentrate


By: Mariah
What students will be doing: Students will be compare and contrasting a variety of types
of solution and understanding the concepts of mixture, solution, solvent, solute, and
concentration.
Materials:
For each student:
Science notebook
small plastic drinking cup
For the class and groups:
1 container of sugar-sweetened, powdered soft drink mix
1 large stirring spoon
dixie cup, 170 mL
4 vials, 12 dram
8 post-it notes
1 beaker, 1000 mL
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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
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On each groups tray be sure to include:


4 small cups for each student in the group to drink out of
2 large transparent cups to pour their mixtures into
6 post-it notes to label cups
1 container of small drink mixture
1 100 mL cups to measure water
1 25 mL spoon
Cleaning Up
Have all the students dump their soft-drink in the sink and throw away their cups
afterward
Have the students rinse and place the spoons and pitchers near the sink for the
teacher to wash
The teacher needs to be sure to clean the spoons and pitchers with hot water
and dish soap thoroughly
Make sure everything is dry before using the objects for another activity
Introduction (After each questions, the students will respond.)
There are many different liquids that we drink. What are some things that you drink?
Today, we are going to be exploring different types of soft powder liquids. As you can all
see, I have two different cups in front of me. These are known as mystery liquids. Each
of you will get two mystery liquids. At your desk, I will give you each two different liquids
labeled A and B. I want you to compare and contrast the liquids using a venn diagram in
your science notebook. Does everyone remember what a venn diagram looks like? I will
demonstrate an example of this on the board and we will discuss. Now, you may
explore your different liquids. Think about the smell, taste, and look of the liquids and
record your results on your venn diagram.
The students will be on their own to do this task. Once all the students are done I will
conclude the activity.
Now, that you have explored two different liquids we are going to share our data. How
were your two different liquids different? (I will write their results on a large venn
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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

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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
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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
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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.

Dealing with Vocabulary:


Once the students have completed conducting the experiment, they will be writing the
definition of each of the new terms and draw a picture of it in their science notebooks.
The diagram will be drawn by the students and will look like this:
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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.
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Sharing Students Findings


Students will already be placed in groups of four to conduct their experiment
Once the students have completed the experiment, they will work together to
answer the question:
Are all solutions made with soft-drink powder and water the same?
Students will use the iPads and make a Popplet with this question in the center
Students may represent their information on Popplet however they would like as
long as it explains the overall question of:
Are all solutions made with soft-drink powder and water the same?
Students will present their Popplet to the class. Students must have different
speaking roles to explain the overall question
Science Notebook Entries: Be sure to notice when the following questions are asked to
have the students place them in their science notebooks. Before the students answer
the question, be sure to have them write the blue headings in their notebook and then
respond to the question.
1. Compare and Contrasting Mystery Liquids:
a. How are the mystery liquids alike? Be sure to look at the color, taste, and
appearance of the liquid.
b. How are the mystery liquids different?
2. Comparing and Contrasting Solution 1 and 2:
a. Question #1: How is solution 1 and 2 alike? How are they different? Be
sure to look at the color, taste, and appearance of the liquid. (NOTE: The
student will use their venn diagram that is listed above to help answer this
question and glue it in their science notebook)
3. Apply to Real Life:
a. Question #2 How could you test something to see if it is a solution are
not? You may give examples.
4. Comparing and Contrasting Solution A and B:
a. Question #3: How is solution A and B alike? How are they different? Be
sure to look at the color, taste, and appearance of the liquid. (NOTE: The
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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.

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Soft Drink Recipes


Directions: Together we will make Solution 1 and 2, then compare and contrast using the
diagram. Once we have completed the first set of solutions, then start on the second set of
Solution A and B. Compare and contrast Solution A and B using the Venn diagram represented
below. Remember to label each of your solutions to keep track of which one is which.
Solution 1: 3 spoons of soft-drink powder and 1000 mL of water.
Solution 2: 1 spoon of soft-drink powder and 1000 mL of water.

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Solution A: 2 spoons of soft-drink powder and 1000 mL of water.


Solution B: 2 spoons of soft-drink powder and 500 mL of water.

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