Recovering Solids from Suspensions

and Solutions

Teacher Name Dylan Eastcott Date 17/11/2020

(DD/MM/YYYY)

Subject Area Science Grade 5

Topic Recovering Solids from Time/Duration 30

Suspensions and Solutions

General Learner
Outcome(s)
5-7 Describe the properties and interactions of various household liquids and
Taken from Alberta solids, and interpret their interactions.
Program of Studies

Specific Learner 2 Apply and evaluate a variety of techniques for separating different materials.
Outcome(s)
Taken from Alberta
Program of Studies

Learning Students will be able to:

Objectives 1) Identify decanting, evaporating and filtering
What do you want your
students to learn?
2) Explain the difference between decanting, evaporating and
filtering

3) Illustrate each process and annotate what is happening

Assessment 1. Class discussions

How will you know your 2. Worksheets/illustrations

students have learned?
3. Exit pass (if time is applicable)

Materials - Coffee filters

- Sticky notes
What resources will you - Snow with dirt and rocks (ask andrew to get well setting up other things)
need? - Cooking Oil and Vinegar
- 2 cups
- 1 bowl

Introduction I will ask Andrew to go get a handful of snow, with extra dirt and rocks in it

I will ask Esther and Mary to get a cup and a bowl

Body ● Andrew will bring me the handful of snow, the snow must be dirty, have
rocks but I only need a handful *wash hands*
(Activity #1) ● I will place it on the coffee filter that I have taped to the bowl
Steven/Ruben brought me
● I will place it behind me
● I will be standing at the end of the table students will be gathered around
the table facing me
● I will then have Esther pour the oil into the cup the boys got
● Then Mary can pour the vinegar in and stir the solution
● Well the oil and vinegar is settling and the snow is melting we will go over
what decanting, evaporation and filtering is
● What are examples of evaporation? Where have you seen remnants
of evaporation on the farm? If I can print pictures of bolivian salt
flats I would show them what it would look like if a sea evaporated.
● What is decanting? Why do you think you can decant something?
● What is filtering? Why do you filter things? What sorts of things in
the kitchen do you filter?

Body ➢ I will grab the cup and bowl

➢ I will ask the students what is happening with the snow and coffee
Activity 2 filter
➢ Why is the dirt still on top but water on the bottom?
We will ➢ What is this filtering, decanting or evaporating
probably be ➢ Make sure students are on task and engaged, time will be an issue
pushing it for ➢ What is happening with the oil and vinegar?
time. ➢ I will get Theresa to pour the oil SLOWLY out into the other cut
➢ What is this decanting or evaporating
➢ Can you think of other things that you could decant? Is it just
liquids or can liquids and solids be separated like this?

Only if we have time

Exit pass: students have to write an example of either decanting,

evaporating, or filtering. I will give them sticky notes

Personal · I thought the lesson had good points. The students were engaged in
Reflection the decanting portion, but only because it was fun to stir the mixture. I
didn’t really explain it the best I could so I am going to go over it again
before we start our next lesson. Ms. Ruffli the substitute gave me
some pointers and mentioned I should task some of the more high
 energy students. The students liked the picture I brought in for
reference of evaporation. I really need to work on my attention
obtaining and holding. Didn’t get a chance to do the exit pass

Accommodations
- R needs to be able to hear me (if I don’t have the microphone for hearing aids) I will sit
beside him. Just make sure he has heard the instructions
- A make sure he is on task, make sure he understands what your instructions are (may
have to repeat or explain differently) - give helper tasks to keep engaged
- All students are ESL students, they don’t speak English at home or with their friends, just
in English school. Me reading it allows them to hear a traditional English speaker say the
words and they can see the actual word