LEARNING GUIDE No.

03
SCIENCE – SIXTH GRADE
School
Student name Grade: DD MM 2023
Subject: Chemistry Tiempo: Eight academics weeks
Topics: Periodo: Third
Mixtures and atomic models
Learning indicators:
301. Analyzes the characteristics of a mixture and selects the most appropriate method of separation,
according to the components that form the mixture.
302. Explains and compares the different characteristics of the different atomic models proposed in the evolution of the
concept of atom and values the importance of each one of them in its time.
RESOURCES: audiovisual material, learning guide and notebook
OBJECTIVES
-Identify how mixtures are classified according to their components and the different methods mixtures for
separation and their applications in industry.
-Explain the different atomic models that were generated throughout history and their importance in the
development of applied sciences with the definition of subatomic particles.
EVALUATION CRITERIA
Evidence of work, quizzes during classes and submission of Science Magazine "Curiosity" project.
LESSON PLAN

WEEK ACTIVITY MATERIALS FINAL PRODUCT

PREVIEW Information and
Week I - Exploring Time explanation Planned with the teacher
Information
- Build the
scientific
knowledge Videos y education links,
- Scientific information and
Weeks II y III synergy explanation Notebook work
REVIEW
- Information
- Build the
Weeks IV y scientific
V knowledge Learning guide Individual learning.
POST-REVIEW
Weeks VI, - Scientific Videos and education Team work. Curiosity: Science
VII and VIII Synergy links. Magazine.
I STRENGTHEN MY AUTONOMY THROUGH… Problem solving and research.

PREVIEW WEEK ONE

EXPLORING TIME
1.Settings.
Antes de comenzar esta aventura, asegúrate de tener el material de clase completo. Es muy importante para
que tu clase de Química sea más enriquecedora que seas proactivo, participes siempre, preguntes si tienes
alguna duda y tomes adecuadamente notas para una mayor comprensión de los conceptos trabajados.
2. Prior Knowledge
https://www.youtube.com/watch?v=UQO88zoMC9Q SIMULADOR MÉTODOS DE SEPARACION

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Ingresa al link que te permitirá evidenciar cómo se llevan a
cabo diferentes métodos de separación de mezclas y sus
respectivas aplicaciones en la industria. Indica en tu
cuaderno el que más te llamó la atención y descríbelo con
tus propias palabras.
3. Learning goal
Escribe en tu cuaderno el objetivo que quieres lograr
después de completar esta guía, ten en cuenta que debes
proponerte
- ¿Qué quieres lograr?
- ¿Qué acciones vas a realizar para lograrlo?
- ¿Por qué crees que es importante en tu vida?
Image taken from: https://www.teacherkarma.com/2017/01/close-reading-how-read-pencil-
strategy.html

WEEK TWO AND THREE

4. Information
Do the reading, using the close reading strategy underlining the ideas you consider are more interesting and pay
attention to your teacher’s explanation. This part of the guide will be given in Spanish.

Realiza la lectura, empleando la estrategia de lectura “Close reading”, subrayando las ideas que consideres
más interesantes y elabora un mapa mental donde relaciones los conceptos que identifican a cada tipo de
cambio en la materia.

Tipos de mezclas
Las mezclas homogéneas y heterogéneas son combinaciones de 2 o más elementos o sustancias y son los
2 tipos en que se clasifican de forma general las mezclas. En la naturaleza, las mezclas homogéneas y
heterogéneas son indispensables para la vida en el planeta Tierra. Es el caso del aire, mezcla homogénea y la
sangre, mezcla heterogénea.
Los compuestos o elementos de ambas mezclas pueden presentarse en cualquier estado de la materia,
siendo las más generales los que se encuentran en estado sólido, líquido o gaseoso.
Además, tanto las mezclas homogéneas como las heterogéneas pueden presentar reacciones químicas, lo
que no constituye un indicativo si pertenece a una o a la otra.

Mezclas homogéneas y heterogéneas

Otra de las características que comparten ambas mezclas es que pueden ser mezclas físicas o químicas.
Las mezclas físicas son aquellas en que existe una proximidad de los elementos, mientras que en las mezclas
químicas existe una unión entre sus componentes.

Mezclas homogéneas físicas y químicas

Mezclas homogéneas físicas pueden ser aquellas que se
refieren a la diversidad étnica de una población, por ejemplo,
donde no se distinguen fronteras culturales.

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https://www.significados.com/mezclas-homogeneas-y-heterogeneas/

Mezclas homogéneas referidas como soluciones químicas, en

cambio, presentan una unión entre soluto y solvente como, por
ejemplo, la mezcla de agua y sal.

https://www.significados.com/mezclas-homogeneas-y-heterogeneas/

Mezclas heterogéneas físicas y químicas

Las mezclas heterogéneas físicas son combinaciones

de elementos que se distinguen una de las otras y que
están próximas, pero no unidas como lo son, por
ejemplo, la mezcla de frutos secos o de cereales.

https://www.significados.com/mezclas-homogeneas-y-
heterogeneas/

En las mezclas heterogéneas químicas también se

pueden diferencian sus componentes, ya sea a
simple vista o al microscopio, y la proximidad de
estos provocan reacciones químicas como, por
ejemplo, las mareas rojas o los sedimentos en la
orina.

https://www.significados.com/mezclas-homogeneas-y-
heterogeneas/

Diferencia entre mezclas homogéneas y heterogéneas

La diferencia principal entre las mezclas homogéneas y heterogéneas es la capacidad en que los elementos se
pueden diferenciar unos de las otros.

En las mezclas homogéneas los elementos están de tal forma unidos que no son distinguibles, en cambio en
las mezclas heterogéneas, estas son observables.

Tomado de https://www.significados.com/mezclas-homogeneas-y-heterogeneas/

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 MÉTODOS DE SEPARACIÓN DE MEZCLAS

Fuente https://www.fullquimica.com/2011/08/metodos-de-separacion-de-las-mezclas.html

II. BUILD THE SCIENTIFIC KNOWLEDGE

1. Draw three examples of homogeneous mixtures and three examples of heterogeneous mixtures indicating
which separation method you would use to separate their components.

2. Considering the inquiry made and the explanation given by the teacher, indicate, which the correct method is
to separate the following mixtures:

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- water and sugar - petroleum and water - alcohol and sawdust - iron filings and
sand. - alcohol and water - sand and pebbles - fruit salad -
iron filings and paper clips

III. SCIENTIFIC SYNERGY

1. In groups of three students, discuss the results obtained in the previous

exercise with your classmates and correct what you consider is
necessary. One member of the team will be chosen to explain the
obtained results. To do so, keep in mind these speaking parameters:
Image taken from: https://www.catalyst4hrpros.com/articles-and-tips-on-group-discussion-preparation.php

ACTIVITY
Time
Methods of separation of mixtures

Use of Content Levigation, filtration, distillation

Vocabulary
Fluency ✓ Describes adequately the different
methods of separation of mixtures using
the appropriate connectors
Pronunciation ✓ Performs proper pronunciation for words to
achieve appropriate communication
Coherence ✓ Organize your ideas in a way that makes
them interpretable
Cohesion (use of During, following, additionally, in conclusion,
linking words) with this in mind.
Answer the 1. Methods of separation of mixtures
questions 2. Uses
IV. PURE SCIENCE
AUTOEVALUATION: Complete the following chart:

What am I going to do
to improve in my next
Ítem YES NO WHY?
activities?

Were the topics covered recalled, clarified

and fully understood?

Did the group learning allow an effective

progress in the development of the subject?

Did I do a good job related to all the

activities proposed in the individual and
group learning?

Did I respect and listen to my peers’ ideas

by during the group learning and the
plenary?
Did I understand the relationship between
the concepts worked on and their application
in industry and the environment?

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 WEEK FOURTH AND FIVE

REVIEW
I. EXPLORING TIME

1. Settings: Before starting this adventure, make sure you have

all the class materials. It is always important to participate, ask if
you have any doubt and take your own notes for having a better
concept understanding. Do it in your notebook or portfolio.

Image taken from: https://teachingreadingwritingmiddleschool.weebly.com/cornell-

notes.html

2. Prior knowledge.
In your notebook take some notes of the information presented
by the teacher and the concepts explained in class.

Taken from https://www.shutterstock.com/es/search/atom+model

3. Learning goal

Write in your notebook the goal you want to achieve after completing this guide. Keep in mind:
- What do you want to achieve?
- What actions are you going to take to achieve it?
- Why do you think it is important in your life?

4. Information

Watch the following video:

Atomic models
https://www.youtube.com/watch?v=xazQRcSCRaY&t=66s (retrieved 13th June 2022)
In your notebook, using the Cornell method, take some notes of the ideas you find more interesting and pay
attention to your teacher’s explanation.

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 ATOMIC STRUCTURE

Taken from

http://www.psd202.org/documents/1584134593.pdf

II. BUILD THE SCIENTIFIC KNOWLEDGE

WEEK SIX AND SEVEN
• In your notebook make a timeline where you show who generated some atomic models and which their
postulates were. To do so, keep in mind these writing parameters (Look the rubrics of the annex 1):

KIND OF TEXT Timeline

No. of words 50 – 100
Parts of the text 1. Models
2. Years
3. Postulates of the atomic models
4. Conclusions
Use of CAPITAL LETTERS ✓ Appropriate use of capital letters
Use of punctuation marks ✓ Underline words with pronunciation specific
to the language of the natural sciences.
Cohesion (use of linking words) Since, at this time, while, first, besides, for
example, along with.
Coherence ✓ Organize your ideas in a way that makes
them interpretable
Answer the questions 1. Atomic Models
2. Postulates

2. According to the information given below, in your notebook complete the following chart:

Symbol Name of the A (atomic Z (Atomic Protons Electrons Neutrons

element mass) number)
S
K
Rb
Fe
As
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III. SCIENTIFIC SYNERGY

In groups of four, share the obtained results from the previous exercises and be prepared to present them to
your classmates. Remember to use an excellent pronunciation, have an interactive communication to handle the
topic.

ACTIVITY Oral Presentation

Time
Atomic models

Use of Content Vocabulary Atomic models, shells, electron, proton and

neutrons
Fluency ✓ Describes adequately the different
atomicmodels using the appropriate
connectors
Pronunciation ✓ Performs proper pronunciation for words to
achieve appropriate communication
Coherence ✓ Organize your ideas in a way that makes
them interpretable
Cohesion (use of linking words) During, following, additionally, in conclusion, with
this in mind.
Answer the questions 1. Atomic models
2. Atomic structure

IV. PURE SCIENCE

AUTOEVALUATION: Complete the following chart:
What am I going to do
to improve in my next
Ítem YES NO WHY?
activities?

Were the topics covered recalled, clarified

and fully understood?

Did the group learning allow an effective

progress in the development of the
subject?

Did I do a good job related to all the

activities proposed in the individual and
group learning?

Did I respect and listen to my peers’ ideas

by during the group learning and the
plenary?
Did the magazine activity allow me to
understand and apply the concepts worked
on?

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 WEEK EIGHT

POST-REVIEW

NOW, LET'S WORK ON OUR SCIENCE MAGAZINE

- Organize groups of four students to do the following

activities:

- Choose a mixture method of separation that has caught

your attention during the laboratory experience. Identify
the different uses of it in daily life, as well as in the
industry. Also mention, if its use generates any
environmental damage or harm to the health of the
planet.

- To show this information you should do it by means of

a poster.

- This activity can be done using any digital or physical

tool.

These are the factors to be considered for the team’s

evaluation.

Taken from https://www.britannica.com/summary/distillation

For the poster:

• 80 to 120 words.
• Correct use of CAPITAL letters, spelling, grammar and clear punctuation.
• Use of connectors A2 level, in the case of, otherwise, like (visit this link https://english-at-
home.com/grammar/linking-words/)
• Distinguish the difference among stage directions and written text.
• Don’t forget to give a title to your infographic and write your names.
• Creativity and design
• Look the rubrics of the annex 1.

REFERENCES

-Brown, T., Karen, C. (2014). Química La ciencia central. Decimosegunda edición. Editorial Pearson --
Educación.Gómez, H., et al. (1999). Tierra 7. Primera edición, Bogotá, editorial libros y libros S.A.
-Pedroso, J., et al. (2001). Ciencias 7. Primera edición, Bogotá, editorial Prentice.Timberlake, K., Timberlake, W.
Química General orgánica y biológica (2013). Editorial PearsonEducación cuarta edición.
-http://concurso.cnice.mec.es/cnice2005/93_iniciacion_interactiva_materia/curso/materiales/atomo/ac
onstruir.htm
-http://www.fullquimica.com/2010/10/tipos-de-nuclidos-isotopos-isobaros-e.html
DELIVERABLE ACTIVITIES
DATE DELIBERABLE PLATFORM
WEEK 4 y 7 Quiz week 4 and week 7 Q10
WEEK 6 Scientific synergy Classroom
WEEK 8 Guide work Classroom
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PEDAGOGICAL SUPPORT

TEACHER'S NAME GRADE E-MAIL VIRTUAL OFFICE SCHEDULE

Nelson Gerardo Fajardo SIXTH ngfajardo@cafam.edu.co Monday to friday. 7:00 – 3:00
P. GRADE pm

Control de cambios
Versión Descripción del cambio Elaborado Aprobado por:
por:
V1 de Ajuste de encabezados y orientaciones generales Docente Coordinador
15/06/2021 para elaboración de material pedagógico para uso administrador de Ciclo
presencial o virtual. Se determina versionar el
material del año 2021 como V1 por los ajustes de
uso presencial o virtual

LEARNING GUIDE No. 03

ANNEX 1 SCIENCE – SIXTH GRADE
School
WRITING

RUBRIC, A2 level
Image taken from: https://www.cambridgeenglish.org/pl/Images/603898-cer-6647-v1c-jul20_teacher-guide-for-writing-a2-key-for-
schools.pdf

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 SPEAKING RUBRIC, A2 level
Image taken
from:

https://www.cambridgeenglish.org/pl/Images/603898-cer-6647-v1c-jul20_teacher-guide-for-writing-a2-key-for-schools.pdf

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