Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 128241
Mixtures and Solutions Uncovered
This lesson is a hands-on approach to SC.8.P.8.9 that the students enjoy and are engaged in. The main activities cover making anchor charts
(teacher lead) that will assist them in completing activities that cover vocabulary and a break down of characteristics for mixtures. There are four
group activities that will guide the students to an understanding of the standard outlined. This is a two-day lab that adds teacher demonstration and
allows for collaborative group and student-talk sessions.
Subject(s): Science
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Document Camera, Basic
Calculators, Overhead Projector, GeoGebra Free
Software (Download the Free GeoGebra Software)
Instructional Time: 2 Hour(s) 15 Minute(s)
Keywords: Mixtures, solutions, colloid, suspensions, solubility, pure substance
Resource Collection: FCR-STEMLearn Physical Sciences
ATTACHMENTS
Pre and post assessment with answers.docx
Guiding Questions.docx
Hands on outline for lab and activities.docx
lab activity with answers and questions for groups.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to distinguish pure substances from mixtures by doing hands-on lab activities.
Prior Knowledge: What prior knowledge should students have for this lesson?
The following standards should be covered prior to this lesson:
Matter:
SC.8.P.8.3: Explore and describe the densities of various materials through measurement of their masses and volumes.
SC.8.P.8.4: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density,
thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the
sample.
Atoms and the Periodic Table:
SC.8.P.8.6: Recognize that elements are grouped in the periodic table according to similarities of their properties.
SC.8.P.8.7: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of
page 1 of 3 sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons).
Bonding and Chemical Compounds:
SC.8.P.8.5: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of
the living and nonliving things that we encounter.
SC.8.P.8.8: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
Guiding Questions: What are the guiding questions for this lesson?
1. What determines the properties of mixtures and pure substances?
2. How are mixtures different from pure substances?
3. How are mixtures classified?
4. What factors affect solubility?
(See the "Guiding Questions" attachment for additional information)
Teaching Phase: How will the teacher present the concept or skill to students?
The lab works best after introduction to the standard or at the end of a unit.
Pre-lab activity: Have students create a anchor chart that contains definitions of pure substance, mixture, homogeneous mixture, heterogeneous mixture, solution,
solvent, solute, colloid, and suspension. The students will include examples of each vocabulary word in the chart. After vocabulary terms are written, have the
students create a tree. The tree will show a mixture, branch off to heterogeneous and homogeneous, and below each heading the students will show a example by
drawing the particle arrangement.
Teacher demo: The teacher will have three beakers that contain equal amounts of water. In each beaker, the teacher will add colored drink mix in equal amounts to
each beaker to make solutions. After the students identify the solution, solvent, and solute, the teacher will continue the demonstration.
Beaker 1: add 50 ml of water
Beaker 2: no change
Beaker 3: add 1/4 cup more drink mixture (so it gets soupy)
The teacher will then have the students identify which beaker is a dilute solution, a solution, and a saturated solution. Also, address the misconception between
saturated solution and concentrated solution. Talk about the drink mix demo and sweet tea. Sweet tea is made as a hot beverage; the sugar is dissolved when the tea
is hot, then ice is added. This is because temperature also affects solubility. If the tea was room temperature or cold, the amount of sugar added would not dissolve.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The students will do a variety of hands-on activities to enhance their understanding of each concept. There is a master sheet attached with a list of the items students
will need for each activity to ensure successful completion.
Activity 1: Weigh Your Options
The students will gather items needed for activity (refer to items needed sheet). The students will need to collaborate with one another to complete the lab and
each student will write their answers on their own worksheets.
In this activity, the students will use observation to describe in detail the contents of the bag (the contents are a mixture of sand, soil, rocks, sticks, and bark or
roots).
The next step after describing mixture is to determine if this is a heterogeneous or homogeneous mixture and why. The students will need to weigh the complete
mixture before they move on to the next steps.
The next step requires the student to separate the mixture out using the tools provided, weigh each part separately, and record the data in the table provided.
After all the weights have been recorded, the students will need to use the formula provided to figure out the percentage of each part of the mixture that made it
whole.
Activity 2: Tasty Solutions
The students will each dissolve a piece of candy-coated chocolate in their mouth using different variables. Each member must record the time on their tables.
The first trial is dissolving the candy in mouth without using tongue or teeth.
In the second trial, the student is allowed to use their tongue only.
In the third trial, the students are allowed to use their tongue and teeth.
After all trials are complete, the group will share their data with each other and record it on their sheets. The group will then use the data to figure out the average
of each trial, as well as the total average and graph the results. Students should use a different color for each student and another color for the average on their
graphs. The students can then determine if there are any outliers in the data; the students are looking for dissolving rate of the substance (candy).
There are questions to answer after completing the activity and table/graph (attached). The questions ask the students to determine what part of the solution in
their mouth was the solute and what part was the solvent.
Activity 3: Solubility 101
The students will have 4 beakers and 4 containers to create a dilute solution, concentrated solution, a colloid, and a suspension. The group will have a choice in
ingredients to show that they understand the concept of the different types of solubility.
Activity 4: Match Me
The students will be given a set of cards that have pictures of different pure substances and mixtures on them. They will need to write the information on the card
(identification) and whether it is a pure substance or mixture in a table, and then explain why it is considered a pure substance or mixture.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
The students will be completing various parts of this lesson on their own before sharing with their group members.
The students will complete a pre-assessment (assessed) to identify what the students may know about the topics prior to completing the activities.
page 2 of 3 As part of the teaching phase, the students will each make an anchor chart that will assist with activities one and two; this will be added to their notebooks.
The post-assessment is an individual effort. If the students worked collaboratively during the group activities, they should have no problems completing the postassessment.
During the feedback session, the class will be reviewing the activities and participating in student talk. This also will help the student reinforce concepts and gauge
level of engagement. It is best to use a randomized student selector to ensure all students participate. This is also outlined in the rubric (At the bottom of attached
assessement document).
The rubric covers all activities of the lab over the two day period.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
This will mainly be addressed in the feedback session when we review the activity sheet and participate in student-talk to verify understanding. The lab activity will
show the teacher if the student was actively engaged in the lesson. After the closure session, the students will complete the post-assessment.
Summative Assessment
The students will complete a post-activity assessment (see attachments for assessment and answer key) that addresses the concepts that were covered and asks the
students to analyze the results of the activity.
Formative Assessment
A pre-assessment (see attachment for assessment and answer key) will be given to the students prior to completing this lesson to identify what concepts the students
already understand. The activities completed by the groups will allow the teacher to circulate and gauge understanding of the concepts. The teacher will also ask the
students questions during the activity to guide the students' understanding.
Feedback to Students
Prior to the summative assessment, address any new misconceptions that were seen during the activities or questions that students ask for clarification. This is a time
for students to use student-talk with one another as we review the activities that were completed as a class. Some students are afraid to ask questions; typically after
hearing other students answer, those students may feel more comfortable.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
It is recommended that the teacher group students based on mixed learning abilities.
Extensions:
In activity two: students may be shown how to use the data from activity and graph to create scatter plots and box/whisker diagrams using Geogabra software.
Suggested Technology: Document Camera, Basic Calculators, Overhead Projector, GeoGebra Free Software
Special Materials Needed:
Make sure that computer that you are using has GeoGebra software installed and that you know how to use it.
A supply list is included in attachments (in the "Hands On Outline") to ensure that you have enough supplies for each group to complete the activities.
Further Recommendations:
This activity is best given during two consecutive class periods (55 minutes each). Practice the activities if you are unsure of what the outcomes may be. Also, look
over the lab to make sure that it addresses the standard the same way your text lays it out. You may need to make adjustments.
SOURCE AND ACCESS INFORMATION
Contributed by: Alison Hunt
Name of Author/Source: alison hunt
District/Organization of Contributor(s): Okaloosa
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.8.P.8.9:
MAFS.8.SP.1.1:
Description
Distinguish among mixtures (including solutions) and pure substances.
Remarks/Examples:
Pure substances include elements and compounds. Mixtures are classified as heterogeneous (mixtures) or
homogeneous (solutions). Methods for separating mixtures include: distillation, chromatography, reverse osmosis,
diffusion through semi-permeable membranes.
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two
quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and
nonlinear association.
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