Grade 5
Science
Unit:
02
Lesson: 02
Suggested Duration: 8 days
Properties of Mixtures, Solutions, and Water
Lesson Synopsis:
The physical properties of matter will continue to be investigated in the framework of how substances interact in mixtures
and solutions. Students will demonstrate that mixtures can be separated and identify solution as a type of mixture.
Students will also use the physical properties of mixtures and solutions to decide whether the properties change or
remain the same.
TEKS:
5.5
5.5C
5.5D
Scientific investigation and reasoning. The student knows that matter has measurable physical properties
and those properties determine how matter is classified, changed, and used. The student is expected to:
Demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and
sand. Supporting Standard
Identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving
salt in water or adding lemon juice to water. Supporting Standard
Scientific Process TEKS:
5.1
5.1A
5.1B
5.2
5.2C
Scientific investigation and reasoning. The student uses scientific
methods during laboratory and outdoor investigations. The student
is expected to:
Collect information by detailed observations and accurate
measuring.
Analyze and interpret information to construct reasonable
explanations from direct (observable) and indirect (inferred)
evidence.
Communicate valid conclusions in both written and verbal forms.
Construct appropriate simple graphs, tables, maps, and charts
using technology, including computers, to organize, examine, and
evaluate information.
5.2D
5.2F
5.2G
5.4
5.4A
Scientific investigation and reasoning. The student conducts
classroom and outdoor investigations following home and school
safety procedures and environmentally appropriate and ethical
practices. The student is expected to:
Demonstrate safe practices and the use of safety equipment as
described in the Texas Safety Standards during classroom and
outdoor investigations.
Make informed choices in the conservation, disposal, and recycling
of materials.
Scientific investigation and reasoning. The student knows how to
use a variety of tools and methods to conduct science inquiry. The
student is expected to:
Collect, record, and analyze information using tools, including
calculators, microscopes, cameras, computers, hand lenses, metric
rulers, Celsius thermometers, prisms, mirrors, pan balances, triple
beam balances, spring scales, graduated cylinders, beakers, hot
plates, meter sticks, magnets, collecting nets, and notebooks;
timing devices, including clocks and stopwatches; and materials to
support observations of habitats or organisms such as terrariums
and aquariums.
GETTING READY FOR INSTRUCTION
©2012, TESCCC
13
06/10/13
page 1 of
Performance Indicator(s):
•
Make two mixtures; one must be a solution. Identify whether or not the physical properties of the original
substances in each change when the new mixtures are created. Produce a chart that documents changes, if
any, in properties. (5.2D, 5.2F, 5.2G; 5.5C, 5.5D)
1C; 5G
Kindergarten
Science
Unit: 01
Lesson: 01
Suggested Duration: 7 days
Exploring Environmentally Appropriate and Responsible Practices
Key Understandings and Guiding Questions:
•
Physical properties may remain the same in some mixtures but may change in
other mixtures.
— What properties help you to separate different substances in a mixture?
•
The physical properties of ingredients can change when they are combined into a
solution.
— How does mixing affect the dissolving of ingredients?
— How do various types of solutions differ?
Vocabulary of Instruction:
©2012, TESCCC
02/06/13
page 3 of 13
Grade 5
Science
Unit: 02 Lesson: 02
• dissolve
• solute
•
solvent
• solution
•
properties
Grade 5
Science
Unit: 02 Lesson: 02
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
•
•
•
•
•
•
•
•
Handout: Separating Mixtures (1 per student)
Teacher Resource: Separating Mixtures KEY
Handout: Exploring Solutions Data Sheet (1 per student)
Teacher Resource: Exploring Solutions Data Sheet KEY
Teacher Resource: PowerPoint: Ways to Separate Mixtures
Handout: Which Method
Teacher Resource: Which Method KEY
Teacher Resource: Evaluate Instructions PI (1 for projection)
Advance Preparation:
1. Before the lesson starts, prepare the six bowls of mixtures for each group to use in the
2.
Engage activity.
Mixture 1: ¼ cup sand and 1 tablespoon iron filings (sealed in a snack-size, resealable,
plastic bag)
Mixture 2: ½ cup trail mix (may include raisins, almonds, pretzels, and chocolate pieces)
Mixture 3: ¼ cup sand, 1/8 cup cork pieces (2–3 cut into pieces) or wood chips (1/4 cup
per class)
Mixture 4: ¼ cup sand and ¼ cup rocks or pebbles
Mixture 5: ¼ cup sand and ½ cup water
Mixture 6: ¼ cup salt and 1 teaspoon coarsely ground pepper (sealed in a snack-size,
resealable, plastic bag)
Prepare attachment(s) as necessary.
Background Information:
This lesson bundles SEs that address mixtures and solutions in order to set a foundation for
understanding and classifying chemical and physical changes.
During this lesson, students will classify matter according to their physical properties. Additionally,
students will focus on the physical properties of mixtures and solutions and whether those
physical properties change or remain the same. In order to truly understand the differences
between mixtures and solutions, students will need to be provided with experiences that include
the concepts of dissolving and solubility.
STAAR Note:
Students’ Grade 5 understanding of physical properties of matter will be foundational to the
concept of elements and their location on the periodic table in middle school curriculum.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Grade 5
Science
Unit: 02 Lesson: 02
Instructors are encouraged to supplement and substitute resources, materials, and activities to
differentiate instruction to address the needs of learners. The Exemplar Lessons are one
approach to teaching and reaching the Performance Indicators and Specificity in the
Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab locat
at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Properties of a Mixture
NOTE: 1 Day = 30 minutes
Suggested Day 1
1. Say/Ask:
•
In the previous lesson, we talked about
matter and its physical properties.
•
What helps us distinguish the physical
properties of matter? Answers may vary. Some
student responses might be: tools help us measure
different observable properties; characteristics help
us observe properties; or our five senses can help
us observe properties.
2.
Divide the class into six groups, and distribute a
prepared bowl of mixtures to each group. (see
Advance Preparation)
•
Bowl 1: iron filings and sand
•
•
•
•
•
Bowl 2: trail mix
Bowl 3: cork and sand
Bowl 4: rocks and sand
Bowl 5: sand and water
Bowl 6: salt and pepper
3. Instruct the students to make observations regarding
the physical properties of each substance and record
the contents of each bowl in their science notebooks.
Materials:
• bowls (6 per group)
• trail mix (1/2 cup, see Advance Preparation, per
group)
• iron filings (1 tablespoon, see Advance
Preparation, per group)
• resealable plastic bags (snack- size, see Advanc
Preparation, 2 per group)
• sand (1 cup, see Advance Preparation, per group
• water (1 cup, see Advance Preparation, per grou
• rocks or pebbles (1/4 cup, see Advance
Preparation, per group)
• cork (about 1/8 cup, see Advance Preparation, p
group)
• wood chips (1/4 cup, see Advance Preparation,
per group) – Optional
• salt (1/4 cup, see Advance Preparation, per grou
• pepper (coarsely ground, 1 teaspoon, see
Advance Preparation, per group)
4.
Rotate the bowls through each group until all the
students have had the opportunity to observe the
contents of each of bowl.
5. Ask the following questions for each mixture:
•
Was there more than one substance in
each container? (Yes)
•
Can we separate these substances?
(Yes)
•
Why are we able to separate the
substances? The substances keep their original
physical properties in a mixture.
•
In what ways do you think the mixtures
can be separated? Answers will vary.
Science Notebooks:
Instruct students to list the properties of each of the
mixtures in their science notebooks. Creating a chart is
one way students could organize the information.
Example:
Bowl
1
2
3
4
Contains
trail mix
cork and
sand
Properties
Grade 5
Science
Unit: 02 Lesson: 02
•
W
hat name
can we use to describe two or more items that
are mixed together, but can still be separated?
Mixture
Notes for Teacher
5
6
6. Allow students the opportunity to record what they
learned in their science notebooks.
EXPLORE – Looking at Mixtures
1. Conduct a demonstration to show that saltwater is a mixture. Set up will
include a hot plate, triple beam balance, small pot, about 1/8 cup salt, and
water.
• Put on your safety goggles.
•
•
•
•
•
•
Place the small pot on the triple beam balance. Pour in the 1/8 cup
salt.
Instruct students to draw the investigation set-up in their science
notebook. They should include a prediction about the mass of the salt
after the water has evaporated.
Choose a student to read the mass of the pot and salt. Students
should record this number. Place the small pot on the hot plate. Add
about ½ cup water and stir. Turn on the hot plate.
Allow the water to completely evaporate. Remove the pot from the
heat source. Place on the hot mitt.
Allow the pot to cool.
Measure the mass of the pot with the salt again. Choose a student to
read this amount. Students should record the amount next to their
prediction. The new amount is the “actual amount”. If there is a
difference, students should write why the difference has occurred.
(Taking the mass after the pot has cooled may need to occur at the
conclusion of the Day 2 activity stations.)
Safety Note: Watch the evaporation process carefully. When the water
evaporates from the pot the salt may “pop”.
Suggested Days 1 (continued), 2,
and 3
Materials:
• hot plate (for demonstration,
per teacher)
• safety goggles (for
demonstration, 1 per teacher)
• triple beam balance (for
demonstration, 1 per teacher)
• pot (small, for heating the
saltwater mixture, for
demonstration, 1 per teacher)
• gloves or hot mitt (for
demonstration, 1 per teacher)
• containers (such as plastic
bowls, 1 per station)
• magnet (ring or bar, sealed in
a snack-size plastic bag, 1 per
group)
• resealable plastic bags (snac
size, for magnets, 1 per group)
• iron filings (about ¼ cup, per
class)
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures
•
Students should not be near
the hot plate at this time.
2. For Days 2 and 3, students will go through stations where they separate
mixtures by various methods.
3. Distribute Handout: Separating Mixtures to each student.
4. Students will be using several different methods to separate mixtures
including: physical separation, density, magnetism, filtration, and
evaporation.
5. (Optional activity extension) Instruct the students to take a picture of the
mixture before and after separation. After the pictures are printed, they can
be displayed in the room to reinforce instructional vocabulary.
6. Divide the class into groups of 3–4 students.
7. Remind students of any pertinent safety rules. In addition, when they have
finished the investigation at a station, they are expected to restore the
station so it is ready for the next group. Students should complete the
handout for one station before moving to the next one.
8. Determine how students will rotate through the stations.
9. Instruct students to begin.
Notes for Teacher
• sifter/sieve/strainer (1 per
class)
• filter paper (3 per group)
• container of water (for pourin
1 per teacher)
• beaker (250 mL, 1 per station
•
•
•
•
sand (1/4 cup, per group)
water (1/4 cup, per group)
rocks 1/4 cup, per group)
cork (2–3 cut into pieces, per
group)
• wood chips (1/4 cup, per
group) – Optional
• salt (1/4 cup, per group)
• pepper (coarsely ground blac
1 teaspoon, per group)
• camera (digital, 1 per teache
• spoon (plastic, 1 per teacher
Attachments:
• Handout: Separating
Mixtures (1 per student)
• Teacher Resource:
Separating Mixtures KEY
10.
After students have separated each of the six mixtures and recorded
their findings on the Handout Separating Mixtures, facilitate a discussion
using the following questions as a guide:
Ask:
•
Were you able to separate these mixtures? Yes
•
What properties helped you to separate the mixture?
Answers will vary, but may include shape, attraction to a magnet, etc.
•
What other ways could we have separated this mixture?
Answers may include separate by shape, mass, strainer, etc. Listen for
student misconceptions about physical separation of matter. Some
students may think methods, such as using tweezers to pick out small
particles, is a practical method of separation.
•
These substances represent what state(s) of matter? Solid
and liquid materials mixed together.
11. Allow time for students to write and illustrate a short summary of their
understanding of the concepts learned today.
Safety Notes:
Although students were made aware
safety expectations at the start of the
school year, this would be an
appropriate time to remind students t
Conduct yourself in a responsible
manner at all times while participating
in the activity.
Follow all written and verbal
instructions carefully. If you do not
understand a direction or part of a
procedure, ask the teacher before
proceeding.
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures
Notes for Teacher
Read all procedures thoroughly.
Behave responsibly while conducting
the investigation. Horseplay, practica
jokes, and pranks are dangerous and
prohibited.
Dress properly during a laboratory
activity. Long hair, dangling jewelry,
and loose or baggy clothing are a
hazard in the laboratory. Long hair
must be tied back.
Instructional Notes:
Instead of using cork (2–3 cut into
pieces), wood chips may be used like
on Day 1.
Students had the opportunity to learn
about ways to separate mixtures in
both Grade 3 and 4. They should hav
had experiences with physical
separation, floating/sinking (density),
magnetism, filtration, and sifting. Som
students may not have seen or
experienced evaporation.
A word wall could be started in order
have a visual display of the science
academic words used in this lesson.
Teachers should determine and infor
students about pertinent safety
procedures and method of rotating
through stations.
Teachers should also set the
expectations of how students should
leave the stations for the next group.
is generally expected that a station s
up is prepared for the first group and
that each successive group leaves it
the same arrangement.
EXPLORE/EXPLAIN – Exploring Solutions as a Special Type of
Mixture
1. Divide the class into working groups, and distribute the Handout: Exploring
Solutions Data Sheet to each student.
2. Instruct students to follow directions at the top of their handout.
Suggested Day 4
Materials:
• cups (clear, plastic, 6–8 ounc
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures
3. Distribute the materials for the investigation. Monitor students as they
progress through the activity. Ensure that all students have the opportunity
to create at least one of the solutions.
4. Determine if washing and recycling the plastic cups is appropriate for your
classroom. Discuss the concept of “conservation of resources”.
Conservation may include reusing and recycling as opposed to throwing
away. Students also need to be aware that washing the cups uses
resources (water, soap) and energy (electricity to heat the water).
5. In addition, you will want a container in which each of the different solutions
6.
can be disposed.
After the students complete the investigation, facilitate a discussion using
the following questions as a guide:
Ask:
•
What happened to the salt and sugar when they were
mixed with the vinegar and water? The salt and sugar appeared to
‘disappear’ because it dissolved and mixed evenly with the liquids.
•
What seemed to ‘disappear’ in these mixtures? The solid
substance
•
Do you think that the substances are still there? Answers
may vary.
•
How are mixtures and solutions different? The substances
in a mixture retain their physical properties, which make them easy to
separate. In solutions, the substances lose some of their physical
properties. Solutions are more difficult to separate.
•
Why did you need to stir the substances? Stirring helped
the salt and sugar dissolve faster. When molecules move faster, they
have more energy and are able to interact more quickly with other
substances.
7. Remind students of the activity they did during the Engage Section.
Mixtures are two or more substances, mixed together, that can be easily
separated.
Ask:
•
What are some combinations that mixtures could have?
Mixtures can be any combination of liquids, solids, and gases.
•
What proportions can be found in mixtures? Mixtures may
contain any proportion of the components from which it is made.
•
How would you describe air? Air is a mixture of gases.
•
How would you describe a solution? A mixture of a solid,
liquid, or gas dissolved in another liquid is called a solution.
•
What is one way a solution appears different from a
mixture? The solid seems to disappear, but it is distributed throughout
the mixture.
Notes for Teacher
5 per group)
• spoons (plastic, 5 per group)
•
•
•
•
water (per class)
•
•
•
vinegar (100 mL, per group)
salt (2 g, per group)
sugar (1 g, per group)
pancake syrup (5 mL, per
group)
• lemon juice (5 mL, per group
balance (1 per group)
graduated cylinder (50 mL or
100 mL, 1 per group)
Attachments:
• Handout: Exploring Solutio
Data Sheet
• Teacher Resource: Explorin
Solutions Data Sheet KEY
Instructional Notes:
To manage the large quantity of
materials for this investigation,
consider placing all materials for one
group on a tray or in one area. A
materials manager could be appointe
in each group to retrieve and return
materials.
Determine if washing and recycling th
plastic cups is appropriate for your
classroom. In addition, you will want
container in which each of the differe
solutions can be disposed.
If students are having difficulty
grasping the concept that the sugar o
salt is still in the water even though it
looks as though it has “disappeared”,
you could use the analogy of an “Hid
and Go Seek”. People are there, you
just can’t see them. The solid is hidin
in the liquid.
Students should work with their group
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures
•
What are some of
the unique properties that make these mixtures solutions?
Answers may vary, but should include: the solids dissolve but are still
there and can be separated; the properties of the substances remain
unchanged; can be dissolved in other liquids besides water; etc.
•
Why are these solutions still considered mixtures? Two or
more substances are being mixed together.
•
In these solutions, what substance was being dissolved?
The solid or the salt and sugar
•
What substance was doing the dissolving? The liquid
•
What substance is the solvent? The liquid (water or
vingegar).
8. After the questions (above) have all been discussed, allow students the
opportunity to correct anything from their work and write a description in
their science notebook of what makes mixtures and solutions different.
Notes for Teacher
to create a definition for the word
mixture and the word solution.
Science Notebooks:
When students are writing in their
science notebooks consider using the
“Line of Learning” strategy. More
information can be found at:
http://lhsfoss.org/fossweb/news/pdfs/
cience_Notebook_FOLIO.pdf
Data sheets should be affixed in
student science notebook.
9. To summarize the activity,
Say:
• During the activity, “Separating Mixtures”, you discovered that a
mixture is a combination of two or more substances that keep
their original physical properties.
• You explored a special type of mixture called a solution. In a
solution, one substance dissolves and mixes evenly throughout
the mixture.
• Solutions are more difficult to separate than mixture because the
combined substances are distributed evenly. The components do
not all retain their original physical properties.
EXPLAIN – Exploring Solutions
1. Using the Handout: Exploring Solutions Data Sheet, facilitate a
guided discussion about the results.
•
How does mixing affect the dissolving of ingredients?
Answers will vary depending on the ingredients.
•
How do various types of solutions differ? Answers will vary
depending on the ingredients.
2. In the course of discussion, be mindful that it is critical that students
recognize the properties that make up a solution. Allow students time to
brainstorm with their classmates in order to compare and contrast mixtures
and solutions. Instruct students to create a graphic organizer in which they
can record data in their science notebooks.
Suggested Day 5
Attachments:
• Handout: Exploring Solutions
Data Sheet (from previous activi
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures
Notes for Teacher
3. Students should have the opportunity to share their thinking with their
classmates. Encourage students to add examples to their graphic
organizer.
ELABORATE – Ways of Separating Mixtures
1. Show the PowerPoint: Ways to Separate Mixtures.
2. Distribute the Handout: Which Method. Have students complete the
handout.
3. After students have completed the handout, facilitate a discussion to review
the answers using the Teacher Resource: Which Method KEY as a guide.
Suggested Day 6
Attachments:
• Teacher Resource: PowerPoint:
Ways to Separate Mixtures
• Handout: Which Method (1 per
students)
• Teacher Resource: Which Metho
KEY
Check for Understanding:
As students are completing the
Handout: Which Method, the teache
could monitor student work and at the
same time, informally assess student
understanding.
EVALUATE – Performance indicator
Performance Indicator
•
Make two mixtures; one must be a solution. Identify whether or
not the physical properties of the original substances in each change
when the new mixtures are created. Produce a chart that documents
changes, if any, in properties. (5.2D, 5.2F, 5.2G; 5.5C, 5.5D)
1C;
5G
1. Refer to the Teacher Resource: Evaluate Instructions PI for information
on administering the performance assessment.
Suggested Days 7 and 8
Materials:
• lesson materials (such as
sand, salt, water, vinegar, salt
sugar, per class)
• lesson tools (such as magne
hand lens, hot plate, beakers,
funnel, filter paper, per class)
• paper (either plain or
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures
Notes for Teacher
construction, 1 sheet per student
• markers or colored pencils
(per group)
Attachments:
• Teacher Resource: Evaluate
Instructions PI (1 for projection)
Safety Notes:
If a group choses to use a hot plate in
order to evaporate a mixture, then
each student in the group should be
wearing safety goggles.
Review safety procedures for this
activity.
No tasting of the liquid allowed.