Chemistry #3 - Mixtures

Grade 5 Science
Time: 12:40-1:15 (35 min)
Date: Friday, November 22

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcome(s)

- 5-2: Recognize the importance of accuracy in observation and measurement; and, with
guidance, apply suitable methods to record, compile, interpret and evaluate observations and
measurements.

Specific Learning Outcome(s):

- SLE 1: Recognize and identify examples of mixtures

LEARNING OBJECTIVES

Students Will:
- Distinguish reversible from irreversible changes of materials, and give examples of each

RESOURCES

- Edmonton Public Schools Chemistry Unit

- Bill Nye video
- https://www.youtube.com/watch?v=MBgM73DLK1s&t=202s

MATERIALS

- Lined sheets of paper for students to take notes on

- The students’ posters that they started working on in the last class

PROCEDURE

Introduction (5min):
- Students will be coming inside from recess so they have time to sit down and begin class
- Review the differences and examples of chemical changes vs physical changes

Body (25):
- (5-10 min) ​Students will have 5-10 min to finish up their posters
- Have all students get out a sheet of loose leaf paper
- (1 min) ​With students, differentiate between pure substances and mixtures
- A pure substance is only one thing
- Mixtures have two or more substances in it
- As a class, differentiate between homogenous and heterogeneous mixtures
- When substances are mixed so they are evenly dispersed they are HOMOGENOUS
- A SOLUTION is a special homogenous mixture when one substance is
 DISSOLVED into another
- We will be working with solutions later in the unit
- When substances are mixed unevenly they are HETEROGENOUS

- (1 min) ​Brainstorm where we might find mixtures, and how they’re important to us
- Recipes, concrete, water, lemonade, salad dressings
- (5 min)​ Have one heading per whiteboard
- Two or More Solids, A Solid and a Liquid, and Two or More Liquids
- Split students into groups, and give each group 2-3 minutes to brainstorm at each
whiteboard some mixtures they know that fit into this category
- (5 min) ​Focusing on solids, ask students if they know any ways in which these substances can
be separated
- Sieves - When substances are different sizes
- Magnets - When there are magnetic substances
- Air - Can be used for heavier and lighter substances
- Water - Can use for particles that float and sink
- Let students know we will be testing these ways of separation starting next week
- (Remaining time)​ If there is time left in class, can start a video reviewing what we learned in
more detail from Bill Nye (Do not need to do, or finish if we start it)
- https://www.youtube.com/watch?v=MBgM73DLK1s&t=202s

Conclusion (3-5 min):

- Students will have 2 min to put away their sheets of paper in their binders and put their binders
away neatly on the shelf
- Emphasize that last time, the students did not put away their binders properly

REFLECTION