Let’s play a game

1. Each member of each group will be given a

strip of paper with brief case number.
2. There will be 3 questions to be posted one at
a time on the screen to be answered by everyone
using the back of the paper.
3. If your brief case number is called, you will be
the one to answer the question to represent your
group.
4. Every correct answer will be given a prize.
SHORT REVIEW
Q1. What would you need to separate a mixture of
sand and water?

You would need

something like a sieve or
a strainer.
SHORT REVIEW
Q2. When would magnets be useful to separate
things?

Magnets would be useful to

separate small things made of
metal from other solids or
liquids.
SHORT REVIEW
Q3. What is the difference between the
processes of evaporation and filtering?

The difference is that in evaporation you need to heat

the liquid so that it evaporates from the mixture and
leaves the solid behind, whereas in filtering, the solid
is removed from the mixture when you pour the
mixture through a filter paper and the solid stays
behind in the filter paper.
 LESSON
PURPOSE/INTENTION
The lesson is about drawing and using flow
diagrams and how important that is for
learning and when answering questions in
science.

We want to be sure we know and understand

about several separation techniques for
mixtures.
LESSON LANGUAGE
Flow Diagram
shows a way
that scientists
often use for a
procedure that
includes
number of
steps.
LESSON LANGUAGE
What you measured (Results)

Step 1

Step 3

Ask a question (Aim)

Step 2

Step 4
 COMPONENT
LESSON ACTIVITY
4A What’s in the bucket?
A group of high school students were playing on the beach and
found a small bucket of some interesting materials.
The students found that the bucket contained a lot of sand
but also some small nails, some large broken shells, and
some white crystals.

The students wanted to find out what the white crystal are.
Their problem was to separate the mixture of materials in
the bucket down to the white crystals. They started by picking
out the large shells by hand. The students drew the following
flowchart to help them work out what to do next.
 Let’s have another game
1. Each group will be given 3 strips of paper or
metacards.
2. There will be 3 questions to be posted one at
a time on the screen to be answered by your
group.
3. One member of your group shall post your
answer on the designated area.
4. Every correct answer will be given a prize.
 Lesson activity
COMPONENT
4B
Q1. What piece of equipment did the students
need to do STEP 1?

The students needed a magnet to

separate out the nails from the rest.
 Lesson activity
Q2. What two things did the students have to do in
STEP 2?

The students would need to add water and

then filter the sand out.
 Lesson activity
Q3. How would the students be able to separate the
white crystals from the water?

The students would need to heat the solution of white

crystals to drive off the water and then they would be left
with the white crystals.
 This will be our last game
1. Each member of each group will be given a
strip of paper with brief case number.
2. There will be 3 questions to be posted one at
a time on the screen to be answered by everyone
using the back of the paper.
3. If your brief case number is called, you will be
the one to answer the question to represent your
group.
4. Every correct answer will be given a prize.
 Lesson activity
COMPONENT
4C
Q1. What equipment did the students need for
STEP 3?

They would need a Bunsen or something to

heat up the mixture, or they would need an
evaporating basin or dish to heat.
 Lesson activity
Q2. What three processes of separation did the students use in
their experiment to separate out all the different materials in
the bucket?

They used the processes of filtration, evaporation,

and the use of a magnet.
 Lesson activity
Q3. What if the students mixed up the steps and did STEP 2
instead of STEP 1 to begin their experiment – how could they
fix up their mistake?

If the students added the water in STEP 1, then they could still
filter out the sand and the nails but the nails would probably
tear the filter paper. They would still have to use the magnet to
get rid of the nails.
 Lesson conclusion
Has this lesson helped you to
better understand the use of flow
diagrams? If so, how?
 Lesson conclusion
Has this lesson helped you to
recall a number of different
separation techniques? If so,
how?
 Lesson conclusion
I know that I know how to………
First, I …………
Then,…………..
Finally, ……………..
When I have completed these steps, I
have shown or proved that…………….