Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 45878
Is Popeye's Favorite Drink a Mixture or a Solution?
In the cartoon, 'Popeye the Sailor Man', he ate spinach for quick energy and increased muscle power. This is aimed at what might be his favorite
drink, a spinach smoothie which is an example of a heterogeneous mixture. This lesson can also be done by students in groups if more ingredients
and supplies are obtained so everyone can mix up a Popeye smoothie.
Subject(s): Science
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Internet Connection
Instructional Time: 50 Minute(s)
Freely Available: Yes
Keywords: pure substance, liquid, solid, solution, mixture, heterogeneous mixture, homogeneous mixture
Resource Collection: CPALMS Lesson Plan Development Initiative
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?
1. Students will identify and explain the difference between the basic properties of solids and liquids.
2. Students will be able to observe and explain that mixtures of solids can be separated based on the observable properties of their parts to include particle size,
shape, and color.
3. Students will observe and distinguish between heterogeneous mixtures and homogeneous mixtures (solutions).
4. Students will be able to distinguish the difference between a mixture and a pure substance such as water.
5. Students will complete a lab report documenting their investigation.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be exposed to the definitions of the vocabulary used in this lesson.
Students should be familiar with writing a lab report.
Guiding Questions: What are the guiding questions for this lesson?
What are heterogeneous and homogeneous mixtures? (heterogeneous mixture - particles can be seen and easily separated; homogeneous mixture - particles are
too small to be seen and are evenly mixed)
What do you observe about heterogeneous and homogeneous mixtures? (heterogeneous can be separated by filtering and homogeneous is much harder to
separate)
What could you do to a heterogeneous mixture to make it more like a homogeneous mixture? (make the particles smaller, however the mixture will remain
heterogeneous)
Will shaking the mixture by hand in a bottle or mixing in a blender make it more like a homogeneous mixture? (yes, however the particles will still be easy to
separate)
Does Popeye's mixture become a homogeneous mixture?
What is the difference between a mixture and a substance? How can you tell the difference?
Teaching Phase: How will the teacher present the concept or skill to students?
page 1 of 4 Present the following sand/marble mixture to the class.
1. Ask students what they observe about the mixture.
2. They should note that there are sand grains and marbles in the mixture.
3. Have students devise a method to separate the marbles from the sand (pick marbles out by hand or use a net to filter).
4. What do we call something that can be separated by physical means in this case picking out the pieces by hand or by using a filter? A mixture. There are two kinds
of mixtures: heterogeneous and homogeneous. One you can see the particles and the other looks evenly mixed and the particles are so small you can't see them
easily.
5. Heterogeneous mixtures are easily separated
6. Homogeneous mixtures are not easily separated and sometimes you can't even tell they are a mixture.
Next: Provide an example of a homogeneous mixture such as salt water.
1. Ask students what they observe about the mixture. (It will probably look clear, but you can prompt them by suggesting where you got it --from the beach or
something similar)
2. Have students think of a way the salt could be separated from the water. If they can't think of a way then give them some situations that they can relate to--if any
have swam in the ocean, and they get out and dry out, what is left on their skin? salt. Where was the water? It evaporated. So salt water is a solution that can be
separated by evaporation. If there is time, the teacher could have a sample of salt water in a clear glass beaker on a hot plate and boil off the water. The salt
would be left behind. If demonstrating this to the students make sure to follow safety rules regarding hot objects and glass containers.
Have a sample of a substance on display (such as water, oil, salt, etc...)
1. I have water in the container. What is water? Hydrogen and Oxygen. Can I separate them physically? No. So that is what is called a pure substance. It is a
chemically combined substance that can't be separated by physical means. (by boiling, or picking them out one by one, by sifting, by floating/sinking, etc...)
Today we are going to investigate the difference between heterogeneous mixtures and solutions (or homogeneous solutions).
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. The students will observe the examples of the heterogeneous and homogeneous mixtures to gain understanding.
The teacher will place the blender on the lab bench or table in the front of the room. Does anyone know the story of Popeye? He was a sailor in a cartoon and loved to
eat spinach. Whenever he got mad at his girlfriend or he was in danger, he would eat spinach and then be strong enough to overpower Brutus to save his girlfriend,
Olive Oyl. Show the short Popeye clip: http://www.youtube.com/watch?v=p94Q679kbxU.
Many people don't like to eat spinach from a can, but we do like smoothies! Today we are going to make a smoothie for Popeye. We are going to decide if it is a
heterogeneous mixture, a (homogeneous mixture) solution, or a pure substance.
While we add the ingredients and make the drink, think about whether it will be a heterogeneous mixture, a solution (homogeneous mixture) or a pure substance.
1. Students should record their observations of the mixtures and the results of the process of shaking and blending.
2. Students should record their definitions of the vocabulary words.
(If you have several blenders you could have students do this or if not, just do it as a demonstration)
1. Add the ingredients one at a time, talking about what they item is and it's properties--color, texture, etc...
2. Now we are going to turn on the blender for 30 seconds and then notice the change.
3. Show students the results. If possible, pass it around so they can look more closely.
4. Ask students if we have a pure substance, a heterogeneous mixture or a solution and why.
5. Pulse the blender a few more seconds so it is completely uniform.
6. Is it a heterogeneous mixture or solution (homogeneous mixture)?
7. Ask students to explain their answers in front of class. (They will also be recording this as part of their lab report)
8. If you have checked allergy considerations ahead of time, you may have them sample the smoothie. (use small plastic cups to serve to students)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. In small groups (lab groups or in partners), students should go to the following links to review the differences between mixtures and solutions.
2. While at the sites, the students should read the content, view the examples and record notes on what they have learned.
3. The students will then complete the interactive quiz on the site: (Note: this site has advertisements so you might want to print out the questions ahead of time.
4. The students will write a short lab report or summary of how to distinguish among mixtures (including solutions) and pure substances.
5. The students will also write about how to distinguish between a heterogeneous mixture, a homogeneous mixture and a pure substance.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. The students will complete the lab report on whether Popeye's smoothie is a mixture or a solution. As part of their lab report, the students will include examples of
homogeneous solutions, heterogeneous mixtures and pure substances.
2. The students will record in their science journals the definitions of the key vocabulary words in this lesson.
3. Use the following rubric to grade the lab report.
Popeye's smoothie is an example of a heterogeneous mixture. The making of this smoothie displays a physical change of the ingredients and helps explain the concept
of mixtures. This lesson can be done by the teacher in front of the class by exhibiting the ingredients and talking about their properties. Shake together in a bottle to
show off the heterogeneous mixture. Then using blender to show how a heterogeneous mixture can appear to look closer to a homogeneous mixture but still keep all
its dissimilar elements thus keeping it a heterogeneous mixture.
Summative Assessment
The students will utilize objectives of the lab in their written report by applying their knowledge and ability in answering the guiding questions.
The Final Summative Assessment will be the student work on their lab report. Attached is a sample grading rubric: http://goo.gl/rXhGd
Formative Assessment
Students can complete a lab report similar to this template: https://docs.google.com/previewtemplate?
id=1ggaGiOH3zXn_ILBeLAAn1QFnYjsXW5svv6KnWEY37XM&mode=public
As students observe the contents before and after, the teacher will question what they are seeing. Can you see the parts? Have they changed in any way? What is
different? (the food items are still the same, they are just in smaller pieces).
page 2 of 4 Asking the following questions can determine student understanding and misconceptions which then can be used to modify instruction or discussion to clarify any
confusion:
What is the difference between the basic properties of solids and liquids? (color, texture, temperature)
How can a mixture with solids be separated based on observable properties of their parts? (particle size, shape, color, magnetic attraction, polarization)
What is the difference between a heterogeneous mixture and a homogeneous mixture? (heterogeneous is different elements that can be separated versus
homogeneous which are uniform composition throughout which can not be easily separated)
How can temperature influence a physical change? (ice subjected to the warmer temperature of apple juice speeds the melting of the ice creating a physical change)
Feedback to Students
During the lesson if modeled by the teacher and only one "Popeye smoothie" is being made, the teacher can check for understanding and give immediate feedback to
the students.
If one smoothie is being made, the teacher will lead the discussion as a class. If you are going to have each student group make a smoothie, the teacher would
circulate and ask students questions about what is happening.
Peer discussion is heightened in student groups while the teacher walks around the room to observe and interact with the learning that is taking place. Also through
peer discussion, the students will gain a clearer understanding of the concepts.
Students' written comments in their lab reports can be reviewed by the teacher for accurateness in understanding of the concepts.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
If you are going to let your students sample the smoothie, then you must identify any students with food allergies. If one of your students has a known food allergy
then you can substitute the food item and adjust your recipe accordingly.
Students can be paired up based on ability and/or needs. One student can be the 'recorder' for the lab report while the other student helps the student dictate the
information.
Extensions:
Students could make a menu of heterogeneous and homogeneous mixtures. They could make a poster showing examples of each.
For advanced students they could identify the specific types of homogeneous solutions found in chemistry: colloids, suspensions, etc...
Suggested Technology: Internet Connection
Special Materials Needed:
Salt or water (pure substance)
Salt water (homoegeneous mixture/solution)
These following items are for Popeye's smoothie as a demonstration. If you would like student groups to assemble their own smoothie, then you will need more
supplies.
A blender with a clear container so that the contents are visible to the students
Extension cord for blender unless electrical outlet is close enough for the blender to plug in
Clear bottle like a liter size wide-mouth water bottle
See-through drinking glass or cup
Non-fat plain yogurt
Banana
Small bag fresh baby spinach leaves (pre-washed)
Apple juice or white grape juice or other almost clear juice (homogeneous mixture)
Ice cubes
Measuring cup(s)
optional additives can be added for more of an effect to show off the mixture and separation such as; a few pineapple chunks, strawberries, Rice Krispies or other
cereal, or a sprinkle of sesame seeds to float on top of the mixture
Small plastic cups
Further Recommendations:
Test out your smoothie recipe before you serve it! There are hundreds of sites with recipes for smoothies, however this site should be a good starting point.
Ensure students know the definitions of the words used in this lesson which can be part of their homework or a quick review before this lesson with:
Mixture-two or more substances combined (Chex Mix with cereal, nuts and seasonings)
Pure substance: Can not be separated into two or more parts such water or salt through physical means.
Heterogeneous mixture-composed of different or dissimilar parts or elements (point out prefix "hetero" indicates word meaning different).
Homogeneous mixture-has uniform composition of the properties throughout the mixture (point out prefix "homo" indicates word meaning same).
Solution- the same definition as a homogeneous mixture.
Compound-two or more elements bonded together in a fixed ratio of elements (point out a compound or an element are pure substances).
page 3 of 4 Additional Information/Instructions
By Author/Submitter
This is a simple demonstration that can be used by the teacher in front of the class with a small amount of grocery items and a blender or changed to letting small groups of
students do this together with additional food and supplies. Smoothies are a trendy popular drink that most students are familiar with how they are made. This is easy for
the students to see and understand physical change as soon as you turn the blender on to pulverize the spinach into pieces so small that it turns the liquid in the blender to
green and the ice cubes into tiny pieces, all physical changes. By allowing the liquid to sit for a few minutes the students will see the start of the separation with the heavier
items moving below the lighter items.
SOURCE AND ACCESS INFORMATION
Contributed by: DEBORA HUBBARD
Name of Author/Source: DEBORA HUBBARD
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.68.WHST.4.10:
SC.8.P.8.9:
Description
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or
a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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.
page 4 of 4