Subject: Science

Grade Level: Grade 7

Objective: Distinguish mixtures from substances based on a set of

properties

Learning across curriculum:

1) Math: Students can explore the concept of ratios and proportions when discussing
the composition of mixtures and substances.

2) English: Students can develop their communication skills by writing a scientific

explanation of how to distinguish mixtures from substances.

3) Social Studies: Students can explore how different cultures and societies utilize
mixtures and substances in their daily lives.

Engage:

Teaching Strategy: Interactive Quizzes

Instructional Materials: Whiteboard, markers, quiz questions

1) Idea - Conduct a mini-quiz using the interactive whiteboard to assess students'

prior knowledge on mixtures and substances.

2) Idea - Divide the class into small groups and give each group a mystery box
containing different items. Students will discuss and predict whether each item is a
mixture or a substance based on their properties.

Explore:

Activity 1: Separating Mixtures

Teaching Strategy: Inquiry-Based Learning

Materials: Sand, iron filings, water, filter paper, magnet

Significance: This activity allows students to physically separate mixtures

using different methods.

Instructions:

1) Mix sand and iron filings together in a container.

2) Have students use a magnet to separate the iron filings from the mixture.

3) Provide students with water and filter paper. Instruct them to pour the mixture
through the filter paper to separate the sand from the mixture.

Rubric - Separation of iron filings (5 pts), separation of sand (5 pts)

Assessment Questions:

1) What method did you use to separate the iron filings from the mixture?

2) How did you separate the sand from the mixture?

Activity 2: Identifying Substances

Teaching Strategy: Cooperative Learning

Materials: Sugar, salt, water, beakers, stirring rods

Significance: This activity allows students to observe and compare the

properties of different substances.
Instructions:

1) Provide each group with two beakers, one containing sugar and the other
containing salt.

2) Instruct students to add water to each beaker and stir until the substances
dissolve.

3) Ask students to observe and compare the properties of the sugar solution and the
salt solution.

Rubric - Observation of sugar solution (5 pts), observation of salt solution (5 pts)

Assessment Questions:

1) How did the sugar solution and the salt solution differ in terms of their properties?

2) What happened to the sugar and salt when they were mixed with water?

Activity 3: Sorting Mixtures and Substances

Teaching Strategy: Concept Mapping

Materials: Pictures or cards representing mixtures and substances

Significance: This activity allows students to categorize different examples of

mixtures and substances based on their properties.

Instructions:

1) Provide students with pictures or cards representing various mixtures and

substances.

2) Instruct students to create a concept map by categorizing the pictures or cards

into two groups: mixtures and substances.

3) Encourage students to include properties that distinguish mixtures from

substances in their concept map.

Rubric - Correct categorization of mixtures (5 pts), correct categorization of

substances (5 pts)
Assessment Questions:

1) How did you categorize the pictures or cards into mixtures and substances?

2) What properties did you consider when making your concept map?

Activity 7: Investigating Solutions

Materials: Salt, sugar, water, beakers, stirring rods

Significance: This activity allows students to explore the concept of solutions

and determine if they are mixtures or substances based on their properties.

Instructions:

1) Provide each group with two beakers, one containing a salt solution and the other
containing a sugar solution.

2) Instruct students to observe and compare the properties of the two solutions, such
as taste, color, and texture.

3) Ask students to discuss whether they believe the solutions are mixtures or
substances based on their observations.

Rubric - Observation of salt solution (5 pts), observation of sugar solution (5 pts)

Assessment Questions:

1) What properties did you observe when comparing the salt solution and the sugar
solution?

2) Based on your observations, do you believe the solutions are mixtures or

substances? Explain your reasoning.

Activity 8: Analyzing Food Labels

Materials: Food labels from various products

Significance: This activity allows students to apply their knowledge of

properties to identify mixtures and substances in everyday products.
Instructions:

1) Provide students with food labels from different products, such as cereal, soup,
and juice.

2) Instruct students to analyze the ingredients listed on the labels and identify which
ones are mixtures and which ones are substances.

3) Ask students to explain their reasoning behind their categorization.

Rubric - Correct identification of mixtures (5 pts), correct identification of substances

(5 pts)

Assessment Questions:

1) Which ingredients on the food labels did you categorize as mixtures? Explain why.

2) Which ingredients on the food labels did you categorize as substances? Explain
your reasoning.

Activity 9: Designing a Separation Method

Materials: Various mixtures (e.g., sand and water, oil and water, salt and
pepper), filter paper, funnel, magnet

Significance: This activity allows students to think critically and design their
own methods to separate different mixtures based on their properties.

Instructions:

1) Provide students with different mixtures, such as sand and water, oil and water,
and salt and pepper.

2) Instruct students to design and perform their own methods to separate the
mixtures using the provided materials.

3) Ask students to explain the reasoning behind their chosen separation methods
and discuss the effectiveness of their methods.

Rubric - Design of separation method (5 pts), effectiveness of separation method (5

pts)
Assessment Questions:

1) Describe the method you designed to separate the sand and water mixture. Why
did you choose this method?

2) How effective was your chosen separation method for the oil and water mixture?
Explain your answer.

Please note that the rubrics and assessment questions provided are examples and
can be adjusted to fit the specific needs and requirements of your classroom.

Explain:

Teaching Strategy: Lecture and Discussion

Example 1: The teacher explains the concept of mixtures and substances

using visual aids and provides examples to illustrate the differences between
them. The teacher then engages students in a discussion to ensure their
understanding of the concept.

Example 2: The teacher uses a Socratic Method by asking probing questions

to guide students in understanding the properties that distinguish mixtures
from substances. The teacher facilitates a class discussion where students
actively participate in answering the questions.

Elaborate:

Teaching Strategy: Problem-Based Learning

Task 1: Students are given a scenario where they need to identify the mixture
and substance present in a given situation. They will analyze the properties of
the materials involved and provide a scientific explanation for their choices.

Task 2: Students will conduct a science experiment to create their own mixture
and substance. They will document the process, observe the properties of the
materials, and explain how they determined whether it is a mixture or a
substance.

Evaluate:
Teaching Strategy: Games and Gamification

Instructional Materials: Online quiz platform, game-based assessment tools

Question 1: In which activity did you physically separate a mixture? Explain

the method you used.

Question 2: Describe the properties you observed when comparing the sugar
solution and the salt solution.

Question 3: How did you categorize the pictures or cards into mixtures and
substances? What properties did you consider?

Assignment:

Assignment 1: Write a short essay discussing the importance of being able to

distinguish mixtures from substances in everyday life. Provide real-life
examples to support your ideas. (Guiding overview for the teacher: Explain the
purpose and criteria for grading the essay. Actual assessment question: Write
a 300-word essay discussing the importance of distinguishing mixtures from
substances in everyday life.)

Assignment 2: Conduct a simple experiment at home or in school to separate

a mixture using a method not discussed in class. Document your process,
observations, and conclusions. (Guiding overview for the teacher: Provide
clear instructions on how to conduct the experiment and what to include in the
documentation. Actual assessment question: Conduct a simple experiment to
separate a mixture using a method not discussed in class. Provide a step-by-
step procedure, record your observations, and explain your conclusions.)