Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 32213
Separating Solid Mixtures
Have you ever considered that toys in a toy box are a mixture? In this lesson, students will explore how to separate solid mixtures based on
observable properties such as particle color, shape, size, and magnetic attraction.
Subject(s): English Language Arts, Science
Grade Level(s): 5
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection,
Speakers/Headphones, Adobe Flash Player
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: mixtures, separating, properties, matter, solid
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: Confirmatory or Structured Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
The students will be able to demonstrate and explain that mixtures of solids can be separated by color, shape, particle size and magnetic attractions using a variety
of tools.
The students will engage effectively in collaborative discussions about separating mixtures with diverse partners building on others' ideas and expressing their own
clearly.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students can have a working definition of a mixture and have worked with mixtures before beginning this lesson.
Students should also be able to identify what a solid is in relation to the three most common states of matter: solid, liquid and gas and some common properties of
these.
Prior Knowledge Standards:
SC.3.P.8.3: Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
SC.4.P.8.1: Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor,
taste, attraction to magnets.
SC.5.P.8.1: Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.
Guiding Questions: What are the guiding questions for this lesson?
1. What are mixtures?
Sample Answer: Mixtures are combinations of 2 or more different substances and can be separated.
2. Where do you see mixtures in your everyday life?
Sample Answers: toy boxes, cereal, pencil box, paper clips of different colors.
3. How do you separate mixtures?
Sample Answers: Mixtures are separated by color, shape, size, magnetic attraction, density, etc.
page 1 of 4 4. What tools do you use to separate mixtures?
Sample Answers: You can separate mixtures using your hands or special tools such as tweezers, sieves, evaporation, flotation, or magnets.
Introduction: How will the teacher introduce the lesson to the students?
1. Begin the lesson by engaging the students with the following StudyJams video about mixtures:
http://studyjams.scholastic.com/studyjams/jams/science/matter/mixtures.htm
2. Pass out an index card to each student.
3. Each student will be given two minutes to write what they think an example of a mixture would be on the front of their index card. (Formative Assessment)
4. The teacher will assign shoulder partners.
5. Then students will switch cards with their shoulder partner.
6. Each partner will then write how they think they would separate their partner's mixture on the back of their index card.
7. The students will verbally share and compare answers. If students agree with their partner's response on how to separate their mixture, they will give them a
thumb up. If they disagree with their partner's response, they will give them a thumb down.
8. The students should then explain their reasoning to one another as to why they either agree or disagree.
9. The teacher will circulate to listen for student misconceptions and give feedback as needed.
10. Ask the Guiding Questions for the lesson. Allow time for students to share some of the examples they recorded on their index cards to assist in answering numbers
one and three.
11. Student responses to these questions will further assist the teacher in gauging the direction of the instruction for this lesson. See further support below.
Investigate: What question(s) will students be investigating? What process will students follow to collect information that can be
used to answer the question(s)?
Separating Mixture Student Exploration Recording Sheet
1. The teacher should gather the materials for the next phase of the lesson before beginning; this will maintain the flow of the lesson.
1. The teacher will need to create four mixtures per table group.
2. The mixtures will be as follows and have been selected due to their common availability: colored beads (such as plastic pony beads), iron filings and sand,
corks and coins, small rocks or pebbles and sand.
3. For easy distribution, the teacher can use 4 medium paper bowls and a permanent marker to label the side of each bowl with a number 1 – 4.
4. Place the beads in the number 1 bowl, the iron filings and sand in the number 2 bowl, the corks and coins in the number 3 bowl, and the small rocks and sand
in the number 4 bowl to correspond with the provided attachment, Mixtures Exploration.
5. The teacher should also create a "tools tub" for the students to select from. This can be as simple as the lid to a box or a shoe-sized rubber maid and should
hold the following materials: small container of water (preferably with a lid so it doesn't spill), mesh screen, magnets, a traced cut-out of a hand (to represent
and help remind students they may use their hand(s) as a tool), 5-6 coffee filters, a funnel, spoons or other small scoopers (like measuring cups) and a pair of
tweezers or tongs.
6. Give each table group the four bowls with the mixtures and a "tools tub." Each student in the group will need the attached recording sheet, Mixtures
Exploration.
Note: Although this will be group, work each student should be completing their own recording sheet.
Note: The materials listed above were chosen for ease of availability. However, the teacher may choose to substitute any of the materials for alternate
materials that would be appropriate for this lesson.
2. For the next portion of the lesson, students will work with the peers at their table groups. If table groups are not used, simply pair students into groups of 4.
3. Explain to students that they have received samples of 4 different types of mixtures and not to touch them until the directions are given and understood. Explain that
it will be their task to select the appropriate tool provided in the "tools tub" to separate the solids in each sample. They may explore with the materials to determine
the most effective tool to separate the mixtures. If needed, discuss what would classify a tool as most effective for this lesson. (i.e. separates in the quickest
amount of time, separates with the smallest amount of effort, least amount of mess, etc.)
Note: More tools have been suggested than will be needed and some will not work to separate the mixtures. This will help to foster an inquiry-based approach
to the lesson and will not allow the students to simply "plug-in" the right tool(s) with the appropriate mixture.
4. Two of the other mixtures could technically be separated by hand, scoopers or tweezers (corks and coins and rocks and sand) but these would not be the most
effective tools for these mixtures. Encourage the students to select the most efficient tool for separating each mixture.
5. Students will work with their table groups to complete the Mixtures Exploration worksheet where they will use these teacher provided materials to explore and write
their findings on their worksheet.
6. Ask for a student to repeat the directions to the rest of the class. Ask if there are any questions. Answer as needed.
7. As the students are working the teacher should be circulating to assist groups as needed. The teacher can use the questions listed in the feedback to students
section to help guide students.
Analyze: How will students organize and interpret the data collected during the investigation?
1. After all groups are finished exploring collect the materials and bring the students back to whole group.
2. Students will share their findings.
3. The teacher will review findings and students will self-check for errors in understanding.
4. The teacher will now pass the index cards created during the Formative Assessment portion of the lesson back out to the students. Students should get their own
cards back.
5. The teacher will now facilitate a discussion about the original tool selected prior to beginning the lesson. Ask students the following:
"Do you still feel as though the tool you've selected would be the most effective tool for separating your mixture? Explain your thinking."
"What tool might be more effective at separating your mixture?"
6. Allow students to share and respond for their own mixtures and their classmates. Lead a good discussion to ensure all students understand what makes an effective
tool for separating different mixtures.
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
1. To formally close the lesson and assess students' understanding, the teacher should assign the attached summative assessment document.
2. In this summative assessment, students must come up with their own examples of mixtures that can be separated each by size, shape, magnetic attraction and
color. This will serve as a tool for the teacher to test student understanding.
Summative Assessment
Separating Mixtures Summative Assessment
1. Students will come up with their own mixtures that can be separated by size, shape, magnetic attraction and/or color using the attached assessment document.
page 2 of 4 2. Students should draw and label a picture of a mixture that can be separated by each of the following properties: particle size, shape, color and magnetic attraction.
3. Then then will draw and name a tool that can be used to separate the mixture.
4. Students who are able to successfully complete the attached assessment identifying accurate mixture examples and tools to use to separate them will demonstrate
a mastery of the aligned science standard. Students not demonstrating the ability to complete this task will require additional support practicing the topic of
separating mixtures in another lesson or in a small group setting. The teacher should be listening and observing student participation throughout the lesson to
ensure they are engaged in the collaborative discussions.
Formative Assessment
1. Pass out an index card to each student.
2. Each student will be given two minutes to write what they think an example of a mixture would be on the front of their index card.
3. The teacher will assign shoulder partners.*
4. Students will switch cards with their shoulder partner.
5. Each partner will then write how they think they would separate their partner's mixture on the back of their index card.
6. The students will verbally share and compare answers. If students agree with their partner's response, they will provide their partner with an explanation of why
they agree. If they disagree with their partner's response, they will provide them with an explanation for why they disagree and suggest a more appropriate tool to
separate the mixture. Allow students to engage in scientific discourse for this portion. While the teacher is circulating, he or she can listen for student responses to
ensure all partners are on track and interject as needed.
7. The students should then explain their reasoning to one another as to why they either agree or disagree.
8. The teacher will circulate to listen for student misconceptions and give feedback as needed. If students struggle with identifying an example of a mixture for this
task the teacher can suggest the following mixtures for them to choose from. Encourage students to think about an appropriate tool to separate the mixture. The
goal for this activity is for the teacher to gauge student understanding to guide the instruction later in the lesson. It is not critical for students to be identifying
mixtures for the success in this portion of the lesson. Through the practice provided in the remainder of the lesson, the students should gain an understanding of
mixtures and how to choose tools to effectively separate them. (Any examples of mixtures can be provided to students; these are merely suggestions)
Trail mix with raisins, cereal, M & M's and peanuts
A box of screws, nuts, washers, and nails
Salt and sugar
A box of buttons, blue, red, yellow, and orange
A salad with lettuce, tomatoes, olives, and cucumbers
9. Collect these cards to use again during the Analyze phase of the lesson.
*Shoulder partner is a pairing technique used to quickly assign peer partners. The teacher can simply instruct students to choose the person sitting across from or to
the left or right of each other to work together.
Feedback to Students
1. Throughout the lesson, the teacher should circulate and listen to student responses on how to separate mixtures.
2. During exploration and throughout the lesson, the teacher will continue to circulate and offer feedback as necessary.
3. Some mixtures will have more than one possible way to be separated. The teacher can test this understanding by asking:
"I see that you used your hands to separate the coins and corks; do you see any other tool that could be used to separate this mixture?"
"What tools have you tested to separate that particular mixture? What were the results?"
"Are you confident you've chosen the most effective tool to separate that mixture? Explain how you know."
"Are you getting similar results for more than one mixture? Why do you think that is?"
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Cooperative learning strategies can be used to pair students up with students of varying ability levels.
Students respond with pictures and words as an accommodation for various learning abilities and styles.
Hands-on exploration accommodates for a variety of learning disabilities.
Extensions:
This lesson can be extended by conducting a demonstration to show how to separate a mixture of a solid from a liquid, such as sand and water. The teacher may
place a beaker of water or small pot of water over a heat source such as a hot plate. Then mix in a cup of sand. The teacher should slowly heat the water until it is all
evaporated and all that is left in the pan is the sand.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, Speakers/Headphones, Adobe Flash Player
Special Materials Needed:
Formative Assessment:
Index card, one per student
Summative Assessment:
Attached summative assessment document, one per student
Investigate (materials per student group):
4 paper bowls labeled 1-4
Bowl #1: colored beads (such as Pony beads)
Bowl #2: iron filings and sand
Bowl #3: corks and coins
Bowl #4: small rocks or pebbles and sand
1 "Tool Tub," which should include: small container of water (preferably with a lid so it doesn't spill), mesh screen, magnets, a traced cut-out of a hand (to
page 3 of 4 represent and help remind students they may use their hand(s) as a tool), 5-6 coffee filters, a funnel, spoons or other small scoopers (like measuring cups) and a
pair of tweezers or tongs.
Attached Separating Mixture Student Exploration Recording Sheet, one per student
Extension:
Water
Sand
Hot plate
Beaker or small pot
Further Recommendations:
It is recommended that teachers test the methods of separating mixtures before implementing this lesson. The teacher should also come up with their own list of
different mixtures and how they can be separated for reference during the lesson.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.5.P.8.3:
LAFS.5.SL.1.1:
Description
Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such
as particle size, shape, color, and magnetic attraction.
Remarks/Examples:
Annually assessed on Grade 5 Science FCAT 2.0. Also assesses SC.5.P.8.2.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the
remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the
discussions.
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