Grade Level:
Exploring and Engineering Mixtures
5
Content Area:
Physical Science
Core Areas:
Matter and Mixtures
Lesson Overview:
Students will make and compare physical mixtures and solutions, comparing
the mass before and after mixing. Students will make different concentrations of drink mix to
construct explanations for determining the concentration of a solution. Students will test variables to
see how they affect the rate of dissolving. After exploring the properties of several materials,
students will use the engineering design process to separate a mixture using the processes of
filtration, sifting, magnetic attraction, evaporation, or floatation.
Grouping:
5 tables with 4-6 per table
2005 Standards Correlation:
Grade 5 Physical Science: Properties of Matter
Standard 5-4 The student will demonstrate an understanding of properties of matter.
Indicators:
5-4.3 Summarize the characteristics of a mixture, recognizing a solution as a kind of mixture.
5-4.4 Use the processes of filtration, sifting, magnetic attraction, evaporation, chromatography, and
floatation to separate mixtures.
5-4.5 Explain how the solute and the solvent in a solution determine the concentration.
5-4.6 Explain how temperature change, particle size, and stirring affect the rate of dissolving.
5-4.7 Illustrate the fact that when some substances are mixed together, they chemically combine to
form a new substance that cannot easily be separated.
2014 Standards Correlation:
Grade 5
Physical Science: Matter and Mixtures
Standard 5.P.2: The student will demonstrate an understanding of the physical properties of matter
and mixtures.
5.P.2B Conceptual Understanding:
A mixture is formed when two or more kinds of matter are put together. Sometimes when two or
more different substances are mixed together, a new substance with different properties may be
formed but the total amount (mass) of the substances is conserved. Solutions are a special type of
mixture in which one substance is dissolved evenly into another substance. When the physical
properties of the components in a mixture are not changed, they can be separated in different
physical ways.
Exploring and Engineering Mixtures Lesson Plan Copyright © 2015 by USC-A
Page 1 of 6
Performance Indicators: Students who demonstrate this understanding can:
5.P.2B.1 Obtain and communicate information to describe what happens to the properties of
substances when two or more substances are mixed together.
5.P.2B.2 Analyze and interpret data to support claims that when two substances are mixed the total
amount (mass) of the substances does not change.
5.P.2B.3 Develop models using observations to describe mixtures, including solutions, based on
their characteristics.
5.P.2B.4 Construct explanations for how the amount of solute and the solvent determine the
concentration of a solution.
5.P.2B.5 Conduct controlled scientific investigations to test how different variables (including
temperature change, particle size, and stirring) affect the rate of dissolving.
5.P.2B.6 Design and test the appropriate method(s) (such as filtration, sifting, attraction to magnets,
evaporation, chromatography, or floatation) for separating various mixtures. (S.1.B.1)
Materials
Task 1:
-1 tub per table containing the following materials:
Graduated cylinder, Liter of water, Fine white sand in a lidded container labeled A, Salt in a
lidded container labeled B, 2 small containers with tight lids, Tinker Toy parts (Legos or
K’NEX could also be used), crayons/pencils, paper, FOSS funnel, beaker, coffee filters
-1 hot plate for class demo
-task card
Task 2:
-1 tub per table containing the following materials:
Balance scales and masses, disposable bowl, small cups, 2 large Solo cups, drink mix, bottle
of water, crayons/pencils, paper
-containers of ingredients for trail mix (Cheerios, M&Ms, raisins, mini-marshmallows, etc.)
-for Alka Seltzer demo: 2 tablets of Alka Seltzer, 1 beaker, water
-task card
Task 3:
Task 4:
2 types of drink mix
Teaspoons
Plastic spoon
Sharpie marker
Clear disposable cups
Clean graduated beakers
Small courtesy cups (one per student)
Task card
Temperature change: thermos of hot water and thermos of ice water, sugar cubes, timer, 2
clear cups or beakers
Particle size: sugar cubes, water, 2 clear cups or beakers, timer
Stirring: sugar cubes, water, 2 clear cups or beakers, timer
Task card
Exploring and Engineering Mixtures Lesson Plan Copyright © 2015 by USC-A
Page 2 of 6
Task 5: 1 tub per group containing the following materials:
salt, Styrofoam pieces, aquarium gravel, iron filings, diatomaceous earth or talcum
powder
Magnet in a Ziploc bag
Small screen
3 coffee filters
Plastic spoon
Standing funnel from FOSS kit
2 graduated beakers
Liter of water
Measuring spoons
3 quart-sized Ziploc bags
Small aluminum pie plate
small courtesy cups
digital scales
Clipboard, data sheet, pencil
Hot plate
Task card
Procedures
Introduction: Turn and talk with your elbow partner: Name a mixture you can drink, a mixture you
can eat, and a mixture you might play with or in. On chart paper, make a circle map of mixtures.
Elicit prior knowledge of mixtures and add it to the circle map. Throughout the lesson, add
vocabulary words, examples, and other findings. Use a PowerPoint presentation to briefly discuss
several examples of mixtures. Put up a short definition of a physical mixture and a solution.
Task 1: Mixing It Up!
In groups, have students make a mixture of 25 ml water and 1 ml of Mystery
Material A (fine white sand) and another mixture of the same amount of water and Mystery
Material B (salt) in beakers. Stir them well. How are they the same? Both are mixtures. How are
they different? One mixes so well you can’t see the mystery material anymore (salt); the other mystery
material didn’t dissolve in the water (sand). Using the information on the PowerPoint slide, talk
with your team members about which is a heterogeneous mixture/physical mixture (sand and
water), and which is a homogeneous mixture/solution (salt and water).
Challenge students to separate the sand from the water using a coffee filter, a FOSS
funnel, and a beaker. Show students how to fold the filter in quarters, opening one quarter
to form a cone that will sit in the funnel. Have them do the same with the salt water. Then
take one group’s container of salt water and evaporate it on a hot plate to show how it can
be separated.
Have students use Tinker Toys to make 3-D models of each mixture. On the
homogeneous mixture model, the parts should somehow be connected. Students will draw
and label diagrams of each mixture. Have students brainstorm common heterogeneous and
homogeneous mixtures.
Task 2: Mixtures and Mass
In groups, students will make a physical (heterogeneous) mixture of 3 trail mix
ingredients that total 100 grams. As they get each ingredient, they should measure its mass
and note it on their data sheet. When they have exactly 100 grams of ingredients, they
Exploring and Engineering Mixtures Lesson Plan Copyright © 2015 by USC-A
Page 3 of 6
should mix them in a container and measure the mass of the mixture. Students should
compare the calculations from before and then after to show how the mass didn’t change.
Students should construct an explanation that supports this, drawing a diagram that
represents this phenomenon. The trail mix may be divided up between team members and
eaten.
Now have students do the same thing to make a drink mix solution. Measure 1
tablespoon drink mix and 100 mL water into a clean beaker. Have them predict how the
mass of the water and drink mix will change when they are combined.
Using a digital scale set to measure in grams, measure the mass of 2 Alka Seltzer
tablets and 200 ml water in a beaker. Have students predict the mass of the combined
tablets and water. Then put the tablets in the beaker of water. The combined mass should
be less due to the gas that is given off.
Encourage students to construct explanations for their findings, drawing a diagram
that represents this phenomenon.
Task 3: Concentration and Dilution
Each group:
a. Label 3 clear cups with a simple symbol for each. On an index card, make a key showing
which symbol stands for 1, 2 or 3 tsp of drink mix. Make three solutions, each with the 100
mL of water but with 1, 2, and 3 teaspoons of drink mix. Trade cups with a different group.
Pour samples of each to taste test in his/her personal cup.
The team should decide which
is which, placing them in order of concentration. What pattern did you see? The more solute,
the more concentrated. The less solute, the more dilute. Students should construct an explanation that
supports this, drawing a diagram that represents this finding.
b. Put 2 tsp of drink mix in each of 3 clear cups. Label one cup “100 mL” and add 100 mL
of water to that cups. Label a second cup “More” and find a way to make it MORE
concentrated than the first one without adding more solute. Label the third cup “Less” and
find a way to make it LESS concentrated than the first one without adding more solute.
Taste-test pouring samples into students’ personal cups. What did you have to do to make it
more or less concentrated? The more solvent, the more dilute. The less solvent, the more concentrated.
The more solute, the more concentrated. The less solute, the more dilute. Students should construct an
explanation that supports this, drawing a diagram that represents this finding. Have students
brainstorm times when knowing how to make a concentrated solution or a dilute solution
might be important.
Task 4: Rate of Dissolving
Each group will design and conduct a controlled scientific investigation of ONE of the
following questions:
1. How does temperature change affect the rate of dissolving?
2. How does particle size affect the rate of dissolving?
3. How does stirring affect the rate of dissolving?
After the groups have conducted their investigations, one student in each group will
communicate the procedures, results, and conclusions to the class. Discuss how these
findings could help in the kitchen or workplace.
Task 5: Separation Anxiety
1. Introduction:
Go over Essential Questions: How can properties of substances be used to separate various
mixtures? How can the Engineering Design Process be used to find the most efficient
procedure for separating mixtures? Elicit prior knowledge.
Exploring and Engineering Mixtures Lesson Plan Copyright © 2015 by USC-A
Page 4 of 6
2. Have students explore the properties of salt, powder, iron filings, aquarium gravel, and
Styrofoam. Make a chart to show their properties (particle size, density, magnetic, solubility).
3. Each group should make 3 batches of the same mixture, putting them in the Ziploc bags.
4. Go over steps of the Engineering Design Process.
5. Each group should now follow the Engineering Design Process using the materials in their
tubs to find the most efficient way to separate their mixtures. They should refine their steps,
using their 2nd and 3rd bags of mixtures to test their revised procedures. Each group will keep
track of their process on their data sheet.
6. Conclusion:
Have each group report to the class what revisions they made to come up with their final
procedures. Review Engineering Design Process and methods for separating mixtures based
on the properties of their ingredients. Discuss times when it might be important to separate
mixtures using one of the methods we explored.
Conclusion:
Briefly review each of the 5 tasks: Mixing It Up, Mixtures and Mass, Concentration and
Dilution, Rate of Dissolving, and Separation Anxiety. Assign each group one task and have them
write a one-sentence summary of their findings from that task. Share with the class.
Resources for Teachers:
FOSS Mixtures and Solutions. Lawrence Hall of Sci., Univ. of Cal. @ Berkeley. 3rd ed.
Delta, 2012.
https://www.teachengineering.org/
http://tryengineering.org/lesson-plans
Engineering Design Process: http://www.sciencebuddies.org/engineering-designprocess/engineering-design-process-steps.shtml#theengineeringdesignprocess
Science Buddies Separation Design Activity http://www.sciencebuddies.org/science-fairprojects/project_ideas/BioChem_p046.shtml#procedure
"The SOLUTIONS Song - Mr. Edmonds - NEW - TeacherTube." TeacherTube. N.p., 04
Aug. 2010. Web. 12 June 2015.
Exploring and Engineering Mixtures Lesson Plan Copyright © 2015 by USC-A
Page 5 of 6
7E
Engage
Procedures
Turn and talk with your elbow partner:
Name a mixture you can drink, a
mixture you can eat, and a mixture you
might play with or in.
Elicit
On chart paper, make a circle map of
mixtures. Elicit prior knowledge of
mixtures and add it to the circle map.
Explore
In groups, students will explore mixtures
and solutions, conservation of mass,
concentration and dilution, rate of
dissolving, and separating mixtures.
Explain
After each task, students will explain
their finding with models, diagrams,
verbal and written explanations.
SEPs and Cross Cutting Concepts
Elaborate After each task, have students
brainstorm examples showing how their
findings are important and relevant in
their lives
Evaluate
Briefly review each of the 5 tasks:
Mixing It Up, Mixtures and Mass,
Concentration and Dilution, Rate of
Dissolving, and Separation Anxiety.
Assign each group one task and have
them write a one-sentence summary of
what they learned from that task. Share
with the class.
Extend
1. Have students make a list of different
mixtures they have at home and how
they would separate the ingredients.
2. Have students create physical
(heterogeneous) mixtures at home,
exchange them with another student,
and figure out how to separate them.
Exploring and Engineering Mixtures Lesson Plan Copyright © 2015 by USC-A
Page 6 of 6