LESSON PLAN TEMPLATE

Mixing Liquids 2
Date Lesson Title Grade Level
Nov 19
Science Unit Lesson 1
Time in Lesson Subject
30-40 min #
Developed by
Kerri Penford

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

2-1 Investigate, with guidance, the nature of things, demonstrating an understanding of the procedures followed.

2-2 Recognize pattern and order in objects and events studied; and, with guidance, record procedures and observations, using pictures and
words; and make predictions and generalizations, based on observations.

Focus

- ask questions that lead to exploration and investigation

- identify one or more possible answers to questions asked by themselves and others. Ideas may take the form of predictions and
hypotheses

Explore and Investigate

- carry out simple procedures identified by others

Reflect and Interpret

- describe what was observed, using captioned pictures and oral language
- describe and explain results; explanations may reflect an early stage of concept development

Liquids and Solids

Compare water with one or more other liquids, such as cooking oil, glycerine or water mixed with liquid detergent. Comparisons may be based
on characteristics, such as colour, ease of flow, tendency of drops to form a ball shape (bead), interactions with other liquids and interactions
with solid materials.

Adapted from Wiggins, Grant & J. McTighe (1998)

 Main objective in simple – grade 6 reading level - language Assessment Strategies
What will students understand/know/be able to do/appreciate as a result of What will I accept as evidence of learning/development? Have I employed
this lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will know that density is how
heavy a liquid is, and that liquids can have different densities. - Worksheet
- Class discussion
- Class observations
-

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

- Partnering students up allows them to take on responsibility

- 45 plastic cups they feel comfortable with
- Cooking oil - Using visuals
- Water - Class discussion of observations makes sure all students come
- Popsicle sticks away with same learning
- Dish detergent - Allowing students to write and draw observations
- Honey
- Rubbing alcohol

LESSON PLAN SEQUENCE

Introduction
How will you ENGAGE (Hook) them in the lesson; ACTIVATE prior knowledge; and LINK this lesson connect to prior lessons?

4 minutes
- Last week we learned about how viscous a substance is, which means how fast it moves. We learnt that the thickness of a liquid affects
its viscosity
- We also learned that when substances mix together it is called a solution but when they do not mix it is called a mixture
- Today we are going to learn about density – who has a guess what this word might mean? -> write ideas on the whiteboard

Adapted from Wiggins, Grant & J. McTighe (1998)

 Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
Oil and water 1. Students make individual predictions about what will 10 minutes
1. Tell the students we will be mixing oil and water happen when you mix oil and water, ask them to
together explain their thinking
a. While students are writing down their a. Will it be a mixture or a solution, why?
predictions, hand out one cup of water and one 2. Students are mixing their ingredients and drawing
cup of vegetable oil to each pair observations
2. Tell the students that one person will pour the oil into 3. Students are listening and offering ideas
the water and the other will mix for 10 seconds. Once 4. Students are listening and offering ideas
they have mixed they will let it sit for 5 seconds and 5. Students are listening and offering ideas
then draw their observations. Labelling what they 6. Students are listening
observe
a. Draw the cup and the two liquids
3. Ask students to raise their hand if they think it was a
mixture or a solution
4. Identify that the oil did not mix with the water and
therefore it is a mixture
a. Liquids that do not mix together are immiscible
5. Ask class for ideas for why the oil was on the top
a. If class does not come up with the fact that oil
is lighter than water, ask why a feather or a
apple floats in water
6. Return to the idea of density, and connect that density
is how heavy or solid something is

Liquid Layers
1. Explain to students that for the next experiment you
will be mixing 5 liquids together
2. Ask the students to come to the carpet. Pour the 5
liquids into the cup, asking a different student to say
what happened each time.
3. Once all five liquids are in the cup, ask the students to
draw and label their observations
1. Students will listen to explanation and then predict as 15 min
a group predict what they think will happen
2. Students are watching and thinking about what they
are seeing
3. Students are referring to the cup and
drawing/labelling their observation
4. Students are filling in their worksheet
5. Students are writing down predictions
Adapted from Wiggins, Grant & J. McTighe (1998)
 4. Ask students to fill in which liquid they think was 6. Students write down their observations
most/least dense and why 7. Students are making observations
5. Ask students to predict what will happen when we
stir the mixture
6. Stir mixture and ask students to make observations
7. Bring student attention back to the cup, ask if they
notice anything different
Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

2 min
Review what we learnt from our experiments:
- Density refers to how heavy the liquid is, oil was less dense than water so it floated

When liquids do not mix together they are called immiscible, oil does not mix with water. Liquids that do mix together are called miscible, like rubbing
alcohol and water.

PRE-SERVICE TEACHER SELF-REFLECTION

 How do you feel your students experienced this lesson?
 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
 What went well and what needs refinement? What might you do differently next time?

Adapted from Wiggins, Grant & J. McTighe (1998)