Grade 4
Science
Unit: 02
Lesson: 01
Suggested Duration: 12 days
Science Grade 04 Unit 02 Exemplar Lesson 01: Mixtures and Solutions
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will compare and contrast a variety of mixtures and solutions.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
4.5
Matter and energy. 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:
4.5C Compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in
water.
Scientific Process TEKS
4.1
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:
4.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards
during classroom and outdoor investigations.
4.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor
investigations. The student is expected to:
4.2A Plan and implement descriptive investigations, including asking well-defined questions, making inferences,
and selecting and using appropriate equipment or technology to answer his/her questions.
4.2B Collect and record data by observing and measuring, using the metric system, and using descriptive words
and numerals such as labeled drawings, writing, and concept maps.
4.2C Construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data.
4.2F Communicate valid, oral, and written results supported by data.
4.4
Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and
models to conduct science inquiry. The student is expected to:
4.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers,
Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter
sticks, compasses, magnets, collecting nets, and notebooks timing devices, including clocks and stopwatches materials to support
observation of habitats of organisms such as terrariums and aquariums.
4.4B Use safety equipment as appropriate, including safety goggles and gloves.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 04 Science Unit 02 PI 01
Create a graphic organizer, such as a Venn diagram or a T-chart, to observe, measure, record, and describe the properties of two different substances, and determine
which substance is a mixture and which a substance is a solution. Write a paragraph that clearly explains the choices.
Standard(s): 4.2C , 4.5C
ELPS ELPS.c.1C , ELPS.c.5F
Key Understandings
Mixtures and solutions have properties that may be compared.
Last Updated 04/23/13
page 1 of 17 Grade 4
Science
Unit: 02
Lesson: 01
Suggested Duration: 12 days
— What properties of matter can be used to separate different substances in a mixture?
— What is the greatest difference between a mixture and a solution?
Vocabulary of Instruction
dissolve
ingredient
matter
mixture
property
physical property
physical state
solution
substance
evaporation
Materials
beaker (1 per group)
ChexMix®™ (½ cup, per group)
colored pencils or crayons (1 pack per student)
container with lid (clear, 1 per group)
cup (clear, 6-8 ounces, 2 per group)
filter paper (see Advance Preparation, 1 per group)
graduated cylinder (1 per group)
hand lens (1 per group)
iced tea powder (sweetened,1/2 teaspoons, per group)
iron filings (1 tablespoon, per
group)
magnet (1 per group)
mixture sample bag (see Advance Preparation, 1 per group)
mixtures A, B, C, and D – from previous activity
pan balance (1 per group)
paper (construction, white, 1 sheet per student)
paper (per class)
pebbles, (¼ cup, per group)
resealable plastic bag (3 per group)
safety goggles (see Advance Preparation, 1 per student)
sand (per class)
scissors (1 pair per student)
sifter or sieve (see Advance Preparation, 1 per group)
triple beam balance (1 per group)
vegetable oil (5 mL, per group)
water (½ cup, per group)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on
the public website.
Teacher Resource: Mixtures KEY
Handout: Exploring Mixtures (1 per student)
Handout: Separating Mixtures (1 per student)
Handout: Mixture Visual Sentences (1 per student)
Teacher Resource: PowerPoint: Looking at Solutions
Handout: Mixture or Solution? (1 per pair)
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Prior to Day 1, create mixture sample bags for the Engage section. Place several items, from the following, in each bag: paper clips,
interlocking cubes, brass brads, wood cubes, Styrofoam™ ball, beans, hair pins, penny, small pom pons, cotton balls, and plastic beads.
Students will be comparing items by physical properties, so ensure that there are items of different size, mass, texture, color, magnetic
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page 2 of 17 Grade 4
Science
Unit: 02
Lesson: 01
Suggested Duration: 12 days
attraction, and density.
2. Prior to Day 2, prepare Mixtures A, B, C and D for the Explore activity. You will need one set per group. Mixtures A, B, and C are prepared
in a resealable, plastic bag. Mixture D is prepared in a clear container with a lid. Mixture A is ¼ cup sand and ¼ cup pebbles. Mixture B is ¼
cup sand and 1 tablespoon iron filings. Mixture C is ½ cup ChexMix®. Mixture D is ¼ cup sand and ½ cup water.
3. Prior to Day 3, gather materials for the descriptive investigations. Probable materials needed for implementation of the students’
investigation include:
magnet (1 per group)
sifter or sieve (1 per group)
filter paper (1 per group)
cup (at least 6 ounce, 1 per group)
safety goggles (1 pair per student)
4. Prepare attachment(s) as necessary.
Background Information
This lesson bundles SEs that address the similarities between mixtures and solutions, as well as what differentiates them.
Although this is not a Supporting Standard, it is the first time that students will be exploring solutions. This content will directly provide the foundation for Supporting
Standards in Grade 5. The Performance Indicator for this unit intentionally aligns with the English Language Arts and Reading standards related to expressing an
opinion with factual information to support the opinion (ELAR TEKS 4.19A).
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Mixtures
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Say:
Materials:
In your science notebook, draw a picture of a mixture.
Label the components of the mixture.
2. Allow time for students to complete this illustration. The students should create an
illustration based on careful observation. Continue with instructions:
Under your drawing, write three to four sentences that explain and
justify the reasons your drawing shows a mixture.
Begin your writing with the following stem:
My drawing shows a mixture because…
3. Allow time for students to complete the sentences. Select 4–5 students to show
their illustrations and read their justifications.
After your explanation, write a description of the method you would
use to separate your mixture.
4. Divide class into groups of four students. Distribute a mixture sample bag and
piece of paper to each group. Remind students that they should not open the bag.
5. Instroduce the activity:
mixture sample bag (see Advance Preparation, 1
per group)
paper (plain, 1 sheet per group)
Attachments:
Teacher Resource: Mixtures KEY
Instructional Notes:
In Grade 3, students explored mixtures and recognized that a
mixture is created when two materials are combined (3.5C).
In this lesson, students will first review mixtures before being
introduced to solutions.
Misconception:
Students may think mixtures and solutions are the
same.
The bag you were given contains a mixture.
In your group, carefully observe the contents of your bag. Do not open
your bag.
With your group decide how you would sort the items in your bag.
Science Notebooks:
Create a graphic organizer to share this information with the rest of the
Students should be reminded to title and date each entry in their
class.
6. Allow time for students to complete the graphic organize, and then, provide groups
the opportunity to share their work. A sample is provided on the Teacher
Resource: Mixtures KEY.
EXPLORE – Exploring Mixtures
notebooks. They should not skip pages or tear any pages from
the notebook.
Suggested Day 2
1. Divide the class into groups of four students.
Materials:
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page 3 of 17 Grade 4
Science
Unit: 02
Lesson: 01
Suggested Duration: 12 days
2. Distribute the Handout: Exploring Mixtures and the mixtures A, B, C, and D to
each group.
3. Review the instructions on the Handout: Exploring Mixtures. Answer any
questions students may have. Remind students to wear their safety goggles
throughout this investigation.
4. Instruct students to work together as a group to complete the investigation.
Monitor students as they work.
mixture A (see Advance Preparation, 1 per group)
mixture B (see Advance Preparation, 1 per group)
iron filings (1 tablespoon, per
group)
mixture C (see Advance Preparation, 1 per group)
mixture D (see Advance Preparation, 1 per group)
resealable, plastic bags (3 per group)
container with lid (clear, 1 per group)
safety goggles (1 pair per student)
hand lens (1 per group)
magnet (1 per group)
triple beam balance (1 per group)
pan balance (1 per group)
graduated cylinder (1 per group)
beaker (1 per group)
sand (¼ cup, per group)
pebbles, (¼ cup, per group)
sand (¼ cup, per group)
ChexMix®™ (½ cup, per group)
sand (¼ cup, per group)
water (½ cup, per group)
Attachments:
Handout: Exploring Mixtures (1 per student)
Safety Note:
Students should be encouraged to wear their safety goggles
whenever working in a laboratory situation.
Instructional Notes:
Some of the understandings that students should attain about
mixtures include:
The mass of an object remains unchanged when
broken into parts (conservation of mass).
Physical properties differences can be used to
separate, sort, and group materials of a mixture.
These physical properties include size, shape,
color, mass, volume, flexibility, magnetism, and
ability to sink or float in water.
Mixtures can consist of different combinations of
solids and/or liquids.
Physical properties can be used to separate
mixtures through techniques such as filtration,
sifting, magnetism, and evaporation.
EXPLAIN/ELABORATE – A Descriptive Investigation
Suggested Days 3 and 4
1. Students will design a descriptive investigation using the four mixtures from the
Explore activity.
2. Say:
You will design an investigation to demonstrate how mixtures A, B, C,
and D could be separated.
Remember to include the tools needed.
You will need to include a question, materials, procedures,
observations, conclusions, and illustrations.
The Handout: Separating Mixtures should be completed as part of your
plan.
Materials:
mixtures A, B, C, and D – from previous activity
magnet (see Advance Preparation, 1 per group)
sifter or sieve (see Advance Preparation, 1 per
group)
filter paper (see Advance Preparation, 1 per
group)
cup (see Advance Preparation, per group)
safety goggles (see Advance Preparation, 1 per
student)
3. Distribute the Handout: Separating Mixtures. Monitor student progress, and
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page 4 of 17 Grade 4
Science
Unit: 02
Lesson: 01
Suggested Duration: 12 days
assist as necessary.
Attachments:
4. Students should have the opportunity to share their plans with classmates. After
sharing their plans and receiving appropriate feedback, students should
implement their plans.
Handout: Separating Mixtures (1 per student)
5. After implementing their plans, students will complete the second part of the
Handout: Separating Mixtures.
Safety Note:
Students should be encouraged to wear their safety goggles
whenever working in a laboratory situation.
Instructional Notes:
(Texas Education Agency. (2007-2011). Laboratory and Field
Investigations –FAQ, August 2010. Retrieved from
http://www.tea.state.tx.us/index2.aspx?id=5483)
Descriptive investigations involve collecting qualitative and/or
quantitative data to draw conclusions about a natural or manmade system (e.g., rock formation, animal behavior, cloud,
bicycle, electrical circuit). A descriptive investigation includes a
question, but no hypothesis. Observations are recorded, but no
comparisons are made and no variables are manipulated.
Science Notebooks:
The Handout: Separating Mixtures should be affixed in the
student’s science notebook.
ELABORATE – Mixture Visual Sentences
Suggested Day 5
1. Distribute the Handout: Mixture Visual Sentences.
Materials:
2. Read the directions together. Clarify any questions students may have.
3. Students may create the visual sentences directly in their science notebooks, or
they can be created on a plain sheet of paper.
4. Students should have the opportunity to collaborate with a partner or small group.
It might be helpful to provide a word wall with appropriate science terms to provide
support for students who may need it.
5. Ask:
What properties of matter can be used to separate different
substances in a mixture? Matter can be separated using properties such as
size, shape, color, flexibility, magnetism, mass, volume, and density (ability to
sink or float).
ENGAGE – Solutions
paper (plain, 1 sheet per student) – Optional
Attachments:
Handout: Mixture Visual Sentences (1 per
student)
Instructional Note:
Collaborating with classmates is a way to support the ELL
through the use of listening, speaking, reading and writing skills.
Suggested Day 6
1. Say:
Science Notebooks:
In your science notebook, draw a picture of a solution. Label the
components of the solution.
Allow the students to write their responses in their notebooks.
2. Allow time for students to complete this illustration. The students should create an
illustration based on prior experiences or knowledge.
3. Say:
Under your drawing, write three to four sentences that explain and
justify the reasons your drawing shows a solution. Begin your writing
with the following stem:
My drawing shows a solution because…
4. Allow time for students to complete the sentences. Select 4–5 students to show
their illustrations and read their justifications.
5. Read a book about solutions such as, but not limited to, the titles listed under
Suggested Books. If time is limited, then only read the section on solutions.
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page 5 of 17 Grade 4
Science
Unit: 02
Lesson: 01
Suggested Duration: 12 days
6. After reading the text, ask Guiding Questions to ensure students have understood
that a solution is a special type of mixture.
EXPLORE – Exploring Solutions
Suggested Day 7
1. Show the Teacher Resource: PowerPoint: Looking at Solutions
2. Facilitate a discussion about solutions using the information on the slides.
Students should be able to describe solutions and compare and contrast solutions
at the conclusion of the PowerPoint.
3. Provide students with a piece of white, construction paper. Instruct them to fold it
half lengthwise (see below).
Say:
Materials:
paper (construction, white, 1 sheet per student)
scissors (1 pair per student)
colored pencils or crayons (1 pack per student)
Attachments:
You will create a “bumper sticker” to define, in pictures and words, the
term mixture and the term solution.
Teacher Resource: PowerPoint: Looking at
Solutions
Instructional Notes:
Students could use actual items to make the bumper sticker for
mixtures and then use a digital camera to take pictures of the
bumper stickers. The pictures could be printed or put into a
PowerPoint as a review of the lesson.
OR
Science Notebooks:
Allow the students to write their responses in their notebooks.
EXPLAIN – Properties of Solutions, Properties of Mixtures
Suggested Days 8 and 9
1. Distribute a plain sheet of paper to each student.
Instructional Notes:
Some of the understandings that students should attain about
mixtures and solutions include:
2. Instruct students to fold the paper in half vertically.
3. One side should be labeled properties of solutions and the other side properties of
mixtures.
4. Working with a partner or in a small group, students should write or draw as many
properties as they can remember for solutions and for mixtures.
5. A chart that has been started is shown below.
6. Allow students the opportunity to share their thinking. As students share, the other
students can continue to add to their papers. Encourage students to add
illustrations and color to this chart.
Ask:
What is the greatest difference between a mixture and a solution? In a
mixture the components may be in any proportion. The individual components
(tomatoes or cucumbers in a salad for example) retain their identity. The
components may be separated by a physical means, such as filtration, sifting,
magnetism, evaporation or physically separating the components. Solutions are
homogenous mixtures.
7. When the chart is complete students should affix the page in their science
notebook.
Last Updated 04/23/13
The mass of an object remains unchanged when
broken into parts (conservation of mass).
Physical properties differences can be used to
separate, sort, and group the materials of a
mixture. These physical properties include size,
shape, color, mass, volume, flexibility, magnetism,
and ability to sink or float in water.
Mixtures can consist of different combinations of
solids and/or liquids.
Physical properties can be used to separate
mixtures through techniques such as filtration,
sifting, magnetism, and evaporation.
When a solid is dissolved in a liquid, a solution is
formed that can be separated through the
process of evaporation.
Misconceptions:
Students may think mixtures and solutions are the
same.
Students may think solutions are not a type of
mixture.
STAAR Note:
You may want to allow the students to write a T-chart in their
notebooks so that they can write the attributes of mixtures under
the word “Mixtures”.
page 6 of 17 Grade 4
Science
Unit: 02
Lesson: 01
Suggested Duration: 12 days
ELABORATE – Mixture or Solution?
Suggested Day 10
1. Distribute the Handout: Mixture or Solution? to each pair of students.
Materials:
2. Instruct students to cut out the cards.
3. After the cards are cut out, they should be stacked in a pile and placed face down
between the pair of students.
Say:
scissors (1 pair per pair)
Attachments:
Student 1 draws the first card.
State whether the picture is showing a solution.
Justify your answer based on what you have learned during this
lesson.
If the mixture can be separated easily, explain the method and tools
you would use and why.
Handout: Mixture or Solution? (1 per pair)
4. After the students have drawn and explained all the cards, they should be
gathered up again, shuffled, and placed face down between the pair of students.
Say:
This time, you will each draw two cards and place them face up in front
of you.
Student 2 will compare and contrast their mixtures and then student 1
will do the same.
You are working together to reinforce the concepts you have learned
in this lesson.
5. To summarize the class activity, instruct each group to stand and say one thing
they learned about mixtures or solutions.
EVALUATE – Is it a Mixture or a Solution?
Suggested Days 11 and 12
Attachments:
Grade 04 Science Unit 02 PI 01
Create a graphic organizer, such as a Venn diagram or a T-chart, to observe, measure, record,
and describe the properties of two different substances, and determine which substance is a
mixture and which a substance is a solution. Write a paragraph that clearly explains the choices.
Standard(s): 4.2C , 4.5C
ELPS ELPS.c.1C , ELPS.c.5F
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the performance assessment.
Last Updated 04/23/13
Teacher Resource: Performance Indicator
Instructions KEY
Instructional Notes:
Students may sit in groups to make the observations of the
mixture and solution. Each student will complete the graphic
organizer and the paragraph individually.
page 7 of 17 Grade 4
Science
Unit: 02 Lesson: 01
Mixtures KEY
©2012, TESCCC
04/05/13
page 1 of 1
Grade 4
Science
Unit: 02 Lesson: 01
Exploring Mixtures
Directions:
1. Draw the contents of each mixture in the appropriate box, and label the ingredients.
2. Find the mass of each mixture (including its container).
2. Predict how you could separate each mixture.
3. Compare the mixtures by completing the chart below. Remember, in a comparison, you should write about the similarities and
differences between the mixtures.
Mixture A
I could separate this mixture by:
Mixture B
I could separate this mixture by:
Mixture C
I could separate this mixture by:
©2012, TESCCC
Mixture D
I could separate this mixture by:
06/06/12
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Grade 4
Science
Unit: 02 Lesson: 01
Directions: Compare and contrast Mixtures A and D.
©2012, TESCCC
Directions: Compare and contrast Mixtures B and C.
06/06/12
page 2 of 2
Grade 4
Science
Unit: 02 Lesson: 01
Separating Mixtures
Directions: Design an investigation to demonstrate how mixtures A, B, C, and D could be separated.
Question:
Materials:
Procedure:
Observations:
Conclusions:
Mixture A
©2012, TESCCC
Mixture B
Mixture C
06/06/12
Mixture D
page 1 of 1
Grade 4
Science
Unit: 02 Lesson: 01
Mixture Visual Sentences
Directions:
1. Cut out the cards.
2. Create at least five visual sentences using the cards. (You will use the cards only one time.)
3. Visual sentences can explain how a mixture can be separated, including the components of the
mixture. It could also explain how two or more objects can be combined to create a mixture and
also the way the mixture would be separated again.
For example:
Can be separated
by:
physical sorting
nickel, dime, penny, quarter
mixture
OR
Can be separated by:
salt
+
water
saltwater
evaporation
4. You may use two cards in one sentence, if the appropriate pictures are available.
5. In some cases, you will have to draw additional pictures to complete the sentence.
©2012, TESCCC
04/05/13
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Grade 4
Science
Unit: 02 Lesson: 01
rocks
©2012, TESCCC
sand
water
flowers
ChexMix®.
beads
04/05/13
page 2 of 3
Grade 4
Science
Unit: 02 Lesson: 01
iron filings
buttons
©2012, TESCCC
fruit
objects
beans
iced tea
04/05/13
Venegas, A. (Photographer) (2010). Separating Mixtures Series [Print].
page 3 of 3
Grade 4
Science
Unit: 02 Lesson: 01
Mixture or Solution?
©2012, TESCCC
04/05/13
page 1 of 2
Grade 4
Science
Unit: 02 Lesson: 01
49% Rayon
48% Polyester
3% Spandex
Made in USA
©2012, TESCCC
04/05/13
Photograph Credits: Venegas, A. (2010). Coins, Stones, Flowers, Chex Mix, Beads, Fruit, Beans,
Hand Sanitizer, Nuts. [digital image]. Retrieved from personal photo data base.
page 2 of 2
Grade 4
Science
Unit: 02 Lesson: 01
Performance Indicator Instructions KEY
Materials:
paper (plain, 1 sheet per student)
cup (clear, 6-8 ounces, 2 per group)
vegetable oil (5 mL, per group)
sand (5 mL, per group)
iced tea powder (sweetened,1/2
teaspoons, per group)
Instructions:
1. Explain to students that they will be making observations of two different mixtures. They must create a graphic
organizer to observe, measure, record, and describe the properties of both mixtures before and after they have been
mixed. Students should be able to use this recorded information to determine if the substances are simple mixtures or
mixture solutions.
2. It might be helpful to post the following instructions:
On your paper, create a graphic organizer.
Explain how you classified the properties of substances before and after mixing.
In a short summary, evaluate and explain what influence the properties of substances had on each other
after mixing.
Record which substance was a simple mixture and which was a mixture solution.
3. Distribute a piece of paper to each student, and instruct students to create a graphic organizer.
Note: TEKS 4.2C: “Construct simple tables, charts, bar graphs, and maps using tools and current technology to
organize, examine and evaluate data.” This is one of the TEKS tested in the PI.
4. Provide students with a clear glass of water; small amount of sweetened, iced tea powder; clear glass; 5 mL of sand;
and 5 mL of vegetable oil.
5. Instruct students to make observations of the four substances and record them on their graphic organizer.
Note: TEKS 4.5C: “Compare and contrast a variety of mixtures and solutions, such as rocks in sand, sand in water, or
sugar in water.” This is one of the TEKS tested in the PI.
6. Direct students to add the sweetened iced tea powder to the cup of water and stir. Students should make
observations, record and describe their data.
7. Once students have mixed the iced tea with the water and recorded their observations, direct them to pour the oil and
sand into the clear cup and mix. Students should make observations and record and describe their data.
8. It might be helpful to provide students with a word bank to assist with academic vocabulary.
9. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment.
10. Answer any questions students may have regarding the assessment.
©2012, TESCCC
04/05/13
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