Amy Hunt

ELD 376

October 8, 2014
Science Lesson 2

Big Idea:
A mixture combines two or more materials that retain their properties and can be
separated. A solution is a special type of mixture.
Lesson Objectives:
Students will be able to demonstrate how to separate a mixture and solution.
Students will be able compare and contrast mixtures and solutions using a graphic
organizer.
Students will be able to answer critical thinking questions in their science
notebooks.
Teaching Techniques:
The lesson involves setting up different mixtures and solution stations around the
room. There will be 5 stations set up, each with investigations that the students have to
complete. They will complete the task, and then collect and record their observations in
their science notebooks, as well as answer the critical thinking questions at each station.
Everything that they do will be recorded in their science notebooks. Below is a list of the
five stations:
Station 1: Making a suspension.
Students will mix oil and vinegar into a jar and label. Mix oil and water
into another jar and label. Mix all three in a jar and label in a third jar. Mix oil,
vinegar, paprika, and water in a fourth jar and label. Students will shake jar and
observe what happens in each jar. Observations will be written down in science
notebooks.
Critical Thinking Questions: What is a mixture? What is a solution?
Which jars contained mixtures and which contained solutions?
Station 2: Concentration
Students will pour one liter of drinking water in 4 clear pitchers and label
from 1 to 4. Then add one scoop of powder to each pitcher and stir until dissolved
as much as possible. Record observations and clarity of each pitcher, then drink
from each pitcher and record which tastes the best and worst.
Critical Thinking Questions: What would happen if you decreased the
amount of water and used the same amount of powder? What would happen if
you increased the powder and kept the same amount of water?
Station 3: Separating Mixtures Part 1
Students will prepare two cups with one level spoon and pour 50 ml worth
of gravel in a cup. Observe the material. Then add 50 ml of water to the cup and
stir together. Observe observations. Place empty screen over cup and pour the
mixture through the filter. Write down results in science notebooks.
Critical Thinking Questions: Why was this a mixture and not a solution?
How can you tell? What are some common errors while separating mixtures?
Station 4: Separating Mixtures Part 2
Students will prepare cups with one level spoon, of earth in a cup. Observe
then add 50 ml of water to the cup. Stir with stick and record observations. Place
coffee filter in stand and place over second cup. Pour mixture through filter and
record results.

Amy Hunt
ELD 376

October 8, 2014
Science Lesson 2

Critical Thinking Questions: Why is this a mixture and not a solution?

How can you tell? What are some common errors while separating mixtures?
Station 5: Separating Mixtures Part 3
Students will prepare cups with one level spoon, 50 ml of salt in a cup and
observe. Then add 50 ml of water to the cup and stir with wooden stick. Record
observations. Then pour mixture into frying pan (with teachers assistance). Place
pan on hot plate. Boil solution until water has evaporated and record results in
science notebooks.
Critical Thinking Questions: Is salt and water a mixture or a solution? Is it
both? How can you tell? How do you know when a solid and liquid form a
solution?
Once Students have completed all stations (this may take two days to complete) students
will create a graphic organizer for homework, in their science notebooks, that compare
and contrast mixtures and solutions using what theyve learned from this lab.
Assessment Strategies:
My assessment strategies include collecting their notebooks and homework to see
if they really understood the lab they completed. I will be checking not only for
completeness, but also for a better understanding of our big idea on mixtures and
solutions. The critical thinking questions will give me a better sense of what the students
understand and if theres something we need to touch upon again. If I feel any questions
need to be reviewed as a class, I will go over it in the class with them and have them redo
the question in their notebooks so that they have the correct answer to refer back to if
need be.
This science lesson was adapted from a 5th grade lesson plan by Clara Welch.
http://www.engr.sc.edu/centers/cece/lessonplans/MixturesandSolutionsStations.pdf