Properties of Matter

Mixtures Lesson & Methods of Separating Mixtures Lab

Tom Chester
Subject –Science
Grade Level –7th

Standards Addressed:
PS.5.7.6 - Classify substances as
• elements
• compounds
• mixtures
PS.5.7.5 - Demonstrate techniques for forming and separating mixtures:
• mixing
• magnetic attraction
• evaporation
• filtration
• chromatography
• settling

Learning goals:
The students will learn about mixtures and their characteristics (PS.5.7.6). The two
different types (homogeneous and heterogeneous mixtures) can both be separating
using a variety of methods. They will learn about each of these methods (magnetic
attraction, evaporation, filtration, settling, and, briefly –until next class period –
chromatography) (PS.5.7.5). The lab experiment is a great means for retaining this
information.

Student grouping:
The introductory portion of this lesson is to discuss mixtures and their
characteristics. They will participate as a class, taking notes during the power-point.
The focus of the lesson is a lab that demonstrates each method of separating
mixtures. The main activity of this lesson (the mixtures lab) will involve the
students separating into their assigned lab groups (two to three students per lab
station). Because there are multiple jobs throughout the activity, each student will
be involved and active in conducting the experiment. While students are
encouraged to help each other and work together, it is important that each student
be able to explain what they are doing and why. Constant student observation is a
good way for me to assess who understands and who does not.

Methods:
After the Bell Ringer is discussed, I will present a power-point on mixtures and
methods of separating mixtures. The visuals are engaging and will keep the
students involved. After this, I will go over the lab safety rules and go through the
lab instruction with them. This lab particularly is an inquiry-type activity, where
they must figure out how to separate a mixture. Each group will check with me to
see if they have correctly identified the four items in a mystery mixture, if they are
using the right method to separate each item in the mixture, and if they have put the
methods in the correct order. Because of this, I am always talking with each lab
group so can keep up with which groups are struggling. The last step in the mixture
separation is evaporating water to leave salt behind. Because there are not enough
hot plates, I will demonstrate this to the class. As always, there is a discussion at the
end of the lab.

Activities:
The students will complete the Bell Ringer (which is a question asked to gauge their
comprehension of the week’s previous lesson). The power-point is engaging and
makes good use of examples for different kinds of mixtures and how to separate
them. They will take notes as we go through the lecture. After the lecture, the lab
rules are discussed and they will separate into their assigned lab groups. They are
given a mystery-mixture. They must first determine what four substances are in the
mixture. They then determine what method to use to separate out that particular
substance, and then they will put the steps in the right order. They report to me
after each step. After everything has been approved, they will conduct the
experiment and perform each step. Disposal is discussed at the end (to avoid giving
away the items in the mixture at the beginning). The salt water is separated by
evaporation by me near the end of class (when the students have already decided
the correct steps). The students then clean up and work on the post-lab questions.
Once everyone is finished, there is a discussion summarizing what they learned.

Materials:
Power-point
Mixtures Lab Instructions
Lab Supplies:
Mystery Mixture (sand, beebees, sunflower seeds, and salt)
Containers
Spoon
Magnet
Filter
Access to hot water
Safety glasses

I picked the use of a power-point because it is a good visual and auditory aid, and
keeps the students engaged. The lab instruction sheets provide a convenient outline
for the students to be able to conduct the experiment. The lab supplies are essential
to be able to perform the experiment.

Evaluation:
Feedback during the lesson will help me gauge how much the students understand.
My questioning and observations during the lecture will allow me identify any and
all areas where the lesson is unclear. Requiring each lab group to check the steps
with me enables me to keep tabs on each group. It takes at least two people to
perform each step of separating the mixtures, and there are plenty of tasks to
complete. There are so many ways to participate that it is difficult not to, so the
room will be very active. I will stay observant and watch for any students that do
not understand the goal of the lab. The post-lab questions and discussion is very
beneficial in finding if the point of the experiment was realized.