Sarah Berman Science Activity Article: Mixtures The lesson plan I chose to do for my fifth grade classroom was

one about mixtures. I wanted my students to understand what makes a mixture as well as how to have one separated. I activated my students background knowledge as well as critical thinking skills by starting off this lesson plan by showing students different types of mixtures. I would present each mixture and then ask my students to think of ways in which these could be separated. I wanted to start my lesson with strong non-verbals so my students could view and share my excitement for the new science unit. I tried to smile and look friendly for my students so they would feel comfortable sharing their ideas with me. I also tried to avoid crossing my arms or being viewed as closed off to the students. I believe these were key in my students starting off their learning on a positive and engaged note. The first mixture I presented was a clear bowl filled with almonds, breakfast cereal, and pretzels. I walked around the classroom allowing my students to observe the contents inside. I then asked the students how these various items inside the bowl could be separated. Immediately many students raised their hand. Students understood that simply dumping them out and separating them using their hands could separate these items. The next mixture I presented the students was the breakfast cereal. I allowed the students to observe me pour the water onto the cereal and take a moment to observe. Again, I walked around the room for the students to see this new mixture. I asked my students, What makes this mixture more difficult to separate from the first one? The students seemed to all have a general understanding that they could not dump this mixture out. I proceeded to ask my students, How could we separate this mixture. This question was a great wait to get students engaged and activate prior knowledge on where they have seen an object removed from water. Many students knew what object they would use but could not think of the name. I asked the student to describe this object. I then had students elaborate on where they saw a strainer used in their home. Finally, the last mixture I presented to the students was sugar and water. I then asked, How would this be more difficult to separate. I was impressed when my students first response was that the strainer holes were too large to separate sugar from the water. When I asked students how this mixture could be separated I noticed that some students thought it was impossible and others did not have an answer. I allowed my students more time to discuss the options by talking with a partner. The discussion was then opened back up for class discussion. Students shared their ideas and we talked as a class why those would work or not. I tried using scaffolding questions to get kids to think of an object that had smaller holes than a strainer. Students discussed why coffee grinds are not in their parents cup of coffee in the morning. A couple of students described the object but could not tell me a name so I had them elaborate on why this object works. The students then came to the conclusion that the filter must have really tiny holes that we do not see that allows water to go through it and keeps the rest of the objects inside of the filter. The reason I used the progression of mixtures as I did was to scaffold student thinking. I started with the mixture that would be easiest for students to separate. As we moved on, the students had to use their background knowledge and problem solving

skills to figure out what would make separating the mixtures successful. This process really focused on the Constructivist Learning Theory. Social learning theory was also applied in the whole classroom discussion as well as when students had the opportunity to share their ideas with their partners. Students who were unsure or did not think the mixture could be separated were suddenly inspired by their partners ideas and were able to discuss why it would work or come up with ideas of their own. This activity allowed students to take control of their own learning by being student centered and allowing for discussion to further their knowledge. I was able to have students apply their background knowledge to what they were about to learn about in the classroom. Combining prior knowledge with new knowledge is a powerful tool in student learning. This activity allowed for me to be able to assess where students are asked when it comes to their knowledge about mixtures and their ability to be separated. This understanding of their background knowledge helps me as a teacher to help structure where I need to go to further their learning. I want students to understand why these mixtures can be separated and have concrete examples to manipulate and work with to help them understand. This is why developmental learning theory is important. It would not have been age appropriate or beneficial to start with something so abstract that the students could not conceptualize or see it with their own eyes. I found that my best teaching is done not with a structured, rigid, lesson plan, but instead with a goal for what I want my students to learn and a basic guideline to get them to where I want them to be. Great teaching isnt inflexible. Those teaching moments where you are asking your best questions are not always going to be planned. Going off of students conversation and your observation are the moments where teachers can truly shine and help their students be all that they can be. Instead of telling my students how they should be thinking and telling them a specific answer, I want my students to guide themselves and utilize their Zone of Proximal Development. Using scaffolding, I want to move my students forward but only at a pace where they are successful and ready to continue learning. Teaching should not be rushed when working to try and ensure comprehension and understanding in your classroom. This instruction comes from the Developmental Learning Theory. The students were now ready to learn about what makes a mixture and how different objects can be separated using different tools. I did not define it at the beginning because the goal was to discover their understanding not a definition of a vocabulary word. The students were allowed to interact with 3 different types of mixtures. I allowed the students to observe and talk with each other about what each item looked like before adding the water to make it a solution. The students then made predictions on what would happen with each item. The items used were salt, powder, and gravel. I asked the students to back up with their predictions using the knowledge they saw yesterday. Each student wrote down their prediction and wrote the reason for why that would happen. I made sure not to express weather each idea was right or wrong. Although the students asked me to tell them if their answers were in fact what would happen, I wanted my students to remain engage while doing the experiment. Simply telling them the right answer takes away from the benefit of the concrete example of seeing what happens right before their eyes.