4th cscope sci_mixtures_and_solutions

5th Grade Science Unit: 01 Lesson: 2 Duration: 8 days

Mixtures and Solutions

© 2007, TESCCC page 1 of 32

TEKS:

5.7 The student knows that matter has physical properties.

5.7B Demonstrate that some mixtures maintain the physical properties of their ingredients

5.7C Identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving sugar in water.

5.7A Classify matter based on its physical properties including magnetism, physical state, and the ability to conduct or insulate heat, electricity, and sound.

5.1 The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.

5.1A

Demonstrate safe practices during field and laboratory investigations

5.2 The student uses scientific methods during field and laboratory investigations.

5.2A Plan and implement descriptive and simple experimental investigations including asking well-defined questions, formulating hypothesis, and selecting and using equipment and technology

5.2B Collect information by observing and measuring

5.2C Analyze and interpret information to construct reasonable explanations from direct and indirect evidence

5.2D Communicate valid conclusions

5.2E

Construct simple graphs, tables, maps and charts using tools including computer to organize, examine and evaluate information.

5.3 The student uses critical thinking and scientific problem solving to make informed decisions.

5.3A Analyze, review, and critique scientific explanations, including hypothesis and theories, as to their strengths and weaknesses using scientific evidence and information

5.3C Represent the natural world using models and identify their limitations

5.4 The student knows how to use a variety of tools and methods to conduct science inquiry.

5.4A Collect and analyze information using tools including calculators, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses, balances, hotplates, meter sticks, timing devices, magnets, collecting nets, and safety goggles

Subject/Grade Level or Course Unit: 1 Lesson: 2

©2007, TESCCC

GETTING READY FOR INSTRUCTION Performance Indicator(s):

In a graph 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 after mixing.

Key Understandings and Guiding Questions: Changes made to substances may affect their properties.

— Describe the advantages and disadvantages of causing a substance to change?

— What properties help you to separate different substances in a mixture? Actions over time can create measurable change

— How does mixing affect the dissolving of ingredients? — Why does dissolving take time to be noticeable?

Vocabulary of Instruction:

mixture matter physical properties physical state

magnetism ingredient substance solution

ingredient dissolve heat resistant

Materials/Resources:

Paper to create student journal (opt)

Mixture 1 in baggies with as many items from the following: paper clips, tile, staples, cubes, cereal, beans, thumb tacks, pennies, and plastic beads

Baggies of sand and gravel (1 per group)

Tweezers

Strainers Plates Hand lenses Magnets 3 bowls (per group) 1 larger bowl (1 per

group) Pebbles Water Mulch (or wood

chips) Craft sticks Bottle of salt water Bottle of kool-aid

Italian salad dressing

Cup of pepper and water

Chocolate chip cookie

Soft drink Bottle of lemonade, Cup or bottle of tea Cup of chicken

noodle soup, chunky applesauce

Cup or bottle of coffee

Dirt


©2007, TESCCC

8 small clear plastic cups (per group)

Water Vinegar Graduated cylinder Masking tape Metric measuring

spoon Sugar Small rocks or

pebbles Sand Salt Oil

Two plastic clear cups (per group)

Sugar cube (per group)

Granulated sugar (per group)

Two stopwatches (per group)

Graduated cylinder, (per group)

Masking tape Triple beam balance Distilled water Hot plate Beaker


3 sugar cubs (per group)

Timer Hot water Cold water Water at room

temperature Calculator Poster board Construction paper Sweeten iced tea Goggles

Advance Preparation: 1. Set up a computer projector and computer to present Mixtures Power Point 2. Make baggies (Mixture 1) for the groups in explore activity, before the classroom

starts and remember to place as many items from the following: paper clips, tile, staples, cubes, cereal, beans, thumb tacks, pennies, and plastic beads into the baggies.

3. Make baggies (Mixture 2) for the groups of sand and gravel, for explore activity, before the classroom starts.

4. Get the mulch in advanced and if it has other material such as soil, clean it up and only provide the mulch (Wood) for the students.

5. For Engage activity, have an overhead projector and Power point Examples and Non-Examples. Before the students come into the classroom, randomly place all the materials on top of students’ desks.

6. Handout: Separating Mixtures (One per student) 7. Handout: Created Mixtures (One per student) 8. Handout: Story Writing: Mixtures Rubric (One per teacher) 9. Handout: Example and Non-Example Handout (One per student) 10. Handout: Solutions in a Cup Handout (One per student) 11. Handout: Dissolving Sugar Handout (One per student) 12. Handout: Mini-board Picture (One per group) 13. Handout: Exploring Mixtures Handout (One per student) 14. Handout: Tea Party Handout (One per student) Background Information: A mixture consists of two or more substances that do not react chemically. One of

the most important concepts to relay about mixtures is that simple mixtures can be separated by mechanical means. The ingredients in mixtures do not form new



physical properties. Instead, the ingredients of a mixture retain their original properties. Mixtures can be separated by physical means such as manual separation, by weight, use of magnets, filtering, and evaporation. Solutions are mixtures that are the result of a solute dissolving in a solvent. The solute is the substance that is dissolved in another substance. Solutes can be solids, liquids, and gases. The solvent is the substance that dissolves another substance. Water is commonly used as a solvent. It is important for the student to learn what substance is being dissolved and what substance is doing the dissolving.

INSTRUCTIONAL PROCEDURES Notes for Teacher

ENGAGE Approximate time: Period 1. Say, “We have been talking about matter and its

physical properties. What helps us distinguish the physical properties of matter?” Allow students to respond. Some student responses might be: Tools help us measure different observable properties, characteristics help us observe properties, and our five senses can help us observe properties.

2. Say, “The use of our five senses helps us identify an object. We can identify a certain type of matter by observing with our eyes, touching, hearing, smelling (waft), and tasting when instructed by the teacher. Other ways to identify matter is by measuring.”

3. Open the power point on mixtures and go to the first slide. Ask, “Look at the picture and just by observing the unique properties of each substance, can you tell me what is there?” Allow the students to respond. “What unique properties of each substance allow you to say that there is kiwi, strawberry, grape, etc.? Is there more than one substance in this picture? What is the difference between this fruit salad and a normal fruit?” Allow the students to conclude that there is more that one substance in the fruit salad.

4. Go through the next slides and ask them if there is more than one substance on the following pictures. Remind the students to look for the unique properties of substances so that it can help them distinguish the different substance that are in each

Materials Needed:

Power point Mixtures Teacher Note: Allow the students to understand mixtures first before you introduce them to solutions. Let the students learn about plain mixtures before you introduce solutions. Teacher Note/TAKS Strategy: It’s Important for the students to know that when we observe we can do it by using our five senses and measuring. Questions on the TAKS test have been related to the five senses.



INSTRUCTIONAL PROCEDURES Notes for Teacher picture.

5. Ask: Was there more than one substance on each

picture? Can we separate these substances? What can we name it when there are two or

more types of matter that are mixed together, but can still be separated?”

6. Tell the students that when two or more substances are combined together and can be separated, is called a mixture.

7. Allow the students to place what they learned in their journals.

EXPLORE Approximate time: Period Mixture 1 1. Address safety guidelines provided under

Instructional Procedure above. 2. Divide class into groups and assign roles as

needed. 3. Teacher distributes baggies with Mixture 1 to

groups. 4. Students write prediction of what substances will

be magnetic. 5. Keeping the mixture in the bag, students use a

hand lens to study what substances may be in the bag and illustrate observation in Separating Mixtures Handout or student created journal.

6. Students run a magnet along the outside of the bag, make observations and record in Separating Mixtures Handout or student journal.

7. Students record what substances made up Mixture 1 and record in Separating Mixtures handout and student journal.

Materials Needed: Mixture 1

Handout Separating Mixtures

paper to create student journal

hand lens Mixture 1 in baggies with

as many items from the following: paper clips, tile, staples, cubes, cereal, beans, thumb tacks, pennies, and plastic beads




EXPLAIN Approximate time: Period 1. Ask:

Were you able to separate this mixture? What other way could we had separated

this mixture? What substances did you find to be

magnetic? These substances represent what state of matter? (ex: solid being mixed with solid)

What unique properties do these substances exhibit that helped you to come out with this conclusion?

Where your predictions correct?” 2. Allow the students to answer their questions and

write them down in their journals.

EXPLORE Approximate time: Period Mixture 2 1. Address safety guidelines

provided under Instructional Procedure. 2. Each student should be wearing goggles. 3. Teacher distributes baggies of sand and gravel. 4. Teacher challenges students to separate the sand

from the gravel in a quick and efficient way. 5. Review the tools available (tweezers, strainers,

plates, hand lenses, magnets) and groups will decide what they need and record in Separating


Handout: Separating Mixtures

baggies of sand and gravel (1 per group)

tweezers



INSTRUCTIONAL PROCEDURES Notes for Teacher Mixtures Handout.

6. Students record their plan of action to separate the sand and gravel in Separating Mixtures Handout.

7. Before starting, students should get prior approval from teacher.

8. Students begin separating the sand and the gravel and raise their hands as soon as they have completed task.

strainers plates hand lenses magnets goggles

EXPLAIN Approximate time: Period 1. Ask students to present some ways of how their

group separated the mixture. 2. Ask:

In what other manner could we had separated this mixture?

What were the two solids that were mixed together?

Did the sand and gravel loose their physical properties when they were mixed together?

Did they loose their physical properties when they were separated?”

3. Inform the students that by observing the properties of the substances they were able to separate the mixture.

4. Allow the student to write their responses on their journals.

EXPLORE Approximate time: Period Mixture 3

1. Review with the students about mixtures and what they learned the day before.

2. Address safety guidelines provided under Instructional Procedure.

3. Divide class into prior groups and assign group roles as needed.

4. Give each group the materials that they will need, including the three bowls of substances. Each group should get a bowl of pebbles, water, and mulch (or wood chips).

5. On Separating Mixtures Handout predict which of the following items will float and draw an


Handout: Separating Mixtures

3 bowls (per group) 1 larger bowl (1 per

group) pebbles water mulch (or wood chips) craft stick



INSTRUCTIONAL PROCEDURES Notes for Teacher illustration.

6. Pour the material from the three bowls into the larger bowl and stir them with the craft stick.

7. Allow some time for substances to settle. 8. Say, “Use the tools to separate the mixture.” 9. Allow the students to choose their tools to separate

their mixture. They are to place the substances back to their original bowls.

10. Allow the students to complete their results from Separating Mixtures Handout or to write their results into their journals.

tweezers strainers plates hand lenses magnets

EXPLAIN Approximate time: Period 11. Ask:

Were your predictions correct? The three substances represented what states

of matter? Did they loose their physical properties when

they were combined together? What is one physical property observed when

wood was mixed together with water? 12. Allow the students to complete their results in

Separating Mixtures Handout and write their responses in their journals.

13. Say, “The mixtures that we worked on are simple

examples of mixtures. Remember that mixtures occur when two or more types of matter are mixed together but can still be separated.”

14. Instruct the students to go to their homes and create a mixture for homework. Students should seek parent permission for this project. Students should bring their mixture the next class day.

15. They may place not more than three substances in their mixture and it should be placed in a plastic sandwich bag or a small jar.

16. Remind the students what the attributes are that make a simple or plain mixture.

TAKS Strategy: You may want to allow the students to write a T-Chart on their journals so that they can write the attributes of mixtures under the word Mixture. Ex.

Solutions will be added on the right side of the chart during the next lesson.

-When two or more types of matter are mixed together and can still be separated -Do not mix evenly Ex. -Water and Wood -Sand and Water -Iron Filings and Sand -Pepper and Salt

Mixtures




EXPLORE Approximate time: Period 1. Have each student take out the mixture they

created for homework. 2. Put the students into groups. Each student will

display their mixture to the group. Other members of the group will have to observe the mixture and look for the physical properties of the items that are joined together. The students will decide which tools would be the best choice to separate the mixture.

3. Allow the students to write down their predictions of what tools they would use on the Created Mixture Handout.

4. Once the students are done observing and writing their predictions of tool selection for all four mixtures, ask the students to choose one of the four mixtures.

5. Their job will be to separate the mixture using the tools that they planned to use.

6. Students will need to get teacher approval before they begin their task.

7. Allow the students to discuss their work and write summary about mixtures in Created Mixture Handout and in their journals.

Materials Needed:

Handout: Created Mixture

craft sticks tweezers strainers plates hand lenses magnets

Teacher Note: If a student brings a solution, mention that this is also a mixture but that it will be covered later on in the lesson.

Make sure to have as many tools as possible for the students. If there is a tool that is missing, the students will have to improvise with



INSTRUCTIONAL PROCEDURES Notes for Teacher the tools that are available and use something else.

EXPLAIN Approximate time: Period 1. The students will choose a mixture from their list in

the Created Mixture Handout. They will create and illustrate a short story explaining the following information: states of matter, physical properties, changes that the mixture went/did not go through, and separation techniques.

2. Use the Story Writing Mixtures Rubric Handout to check for understanding.

Handout: Story Writing Mixtures Rubric


ENGAGE Approximate time: Period

1. Before the students come into the classroom, randomly place all the materials on top of students’ desks.

2. Review with the students what mixtures are and how a mixture is made when two or more types of matter are mixed together, but can still be separated.

3. Pass out Example or Non-Example Handout and explain to the students that they will use this graphic organizer in this activity.

4. Say, “I am thinking about a special kind of mixture. Please listen to the clues and determine the type of special mixture I have in mind.”

5. Open up the Mixtures and Solutions power point.

6. Say, “Let’s look at the following items. Enter each item as an Example or a Non-Example of the special type of mixture on your graphic

Materials Needed:

Handout: Example and Non-Example

mixtures and solutions power point

bottle of salt water bottle of kool-aid italian salad dressing cup of pepper and water chocolate chip cookie soft drink bottle of lemonade cup or bottle of tea cup of chicken noodle

soup chunky applesauce cup or bottle of coffee



INSTRUCTIONAL PROCEDURES Notes for Teacher organizer.”

7. Display the first slide which has a picture of salt water and Kool-aid as examples of the special type of mixture.

8. Say, “Write down salt water and Kool-aid on the example column on your paper. These two are examples of the special type of mixture. If you have a bottle of Kool-aid or salt water, please bring it to the front of the class.” Allow the students who have the samples to display them to the rest of the class. Once they display the samples of kool-aid and salt water, instruct the students to leave them in front of the classroom so that everyone can see. Allow the students some time to write down their examples on the graphic organizer.

9. Go to the next slide and say, “Write down Italian salad dressing and pepper with water in the non-example column. These two are non-examples of the special type of mixture.”

10. The students who have these samples should bring them to the front and display for the rest of the classroom. Allow them some time to write it in their graphic organizer, Examples or Non-Examples Handout.

11. Go to the next slide. Say, “I will give you some more samples and you have to determine if they are examples or non-examples of the special type of mixture. As we do this activity, write down some ideas and properties that you think might help you determine the special type of mixture.”

12. Continue with the power point, with each slide ask the students to determine if the substance is an example of the special mixture or a non example.

13. Encourage the students to write some of the ideas and properties of the samples that might help them determine the special type of mixture.

14. Complete the power point and then show them the results. Allow them to check their work and correct their work.

15. Once they correct their work, allow them to

dirt

Mixtures and Solutions power point Teacher Note: Use of real objects that represent other objects helps the ELL/LEP student make connections in language.

Teacher Note: Make sure you pass out the items before the activity. Do not mention that you will be reviewing solutions yet. TAKS Review While you review with the students about mixtures you might want show them this T-Chart that you previously used to review. Ask the students to retrieve it from their journals if appropriate.



INSTRUCTIONAL PROCEDURES Notes for Teacher have an open discussion about what items were examples or non-examples.

16. Ask: What are the similarities in appearance of

the examples? What do these examples have in common? Is it possible to tell the difference between

the examples and non-examples based on appearance?

What are some of the ideas and physical properties that allow you to distinguish the difference between them?”

17. Guide the students to the idea that the Examples and Non-Examples may be distinguished on the basis of the uniform or non-uniform appearance or other properties of the special type of mixture.

18. Say, “The properties of the hot tea, and the salt water are that they seem to be uniform or evenly mixed. Can you see the salt? Can you see the powered tea?”

19. Say, “Which of the items are non-uniform or not evenly mixed?” Direct the students to conclude that the non-examples are non-uniform and are not evenly mixed.

20. Say, “We call the Non-Examples just simple or plain mixtures. We learned about simple mixtures previously in this lesson. The special type of mixture is called a solution. Solutions are mixtures in which different kinds of matter are spread out evenly.”

21. Allow the students to write this information on their journals.

Teacher Note: Some students might still have problems understanding or grasping the attributes of solutions and might still not fully understand the difference between mixtures and solutions. This is only an introduction to the lesson and the students will get more examples and explanation on the concept during this lesson.

EXPLORE Approximate time: Period 1. Review/recap Day One activities and vocabulary. 2. Ask “What are some substances that will

not dissolve in water? What are some substances that do dissolve in water?”

3. Address safety guidelines.

Materials Needed:

Handout Solutions in a Cup Two plastic clear cups


Mixtures



INSTRUCTIONAL PROCEDURES Notes for Teacher 4. Divide class into small groups. 5. Teacher distributes two cups, a sugar cube,

some granulated sugar, two stopwatches, and graduated cylinder to materials manager and Solutions in a Cup Handout (per student).

6. Teacher reviews procedure and facilitates by rotating among groups.

7. Students label one cup as sugar cube and the other as granulated sugar.

8. Students record the mass of the sugar cube using a triple-beam balance in Solutions in a Cup Handout.

9. Students use the triple-beam balance to obtain about the same mass as the sugar cube for the granulated sugar and record in Solutions in a Cup Handout.

10. Students write a hypothesis about what will happen in each cup in Solutions in a Cup Handout.

11. Students pour about 100 ml of distilled water into each cup.

12. Students use both stopwatches to begin keeping time as soon as the sugar cube and granulated sugar are dropped into the appropriate cups (at the same time).

13. Students observe what happens to the sugar cube and granulated sugar over time.

14. Student stops each stopwatch when all of the sugar is dissolved in each cup.

15. Students record how long it took for the sugar cube and granulated sugar to completely dissolve in Solutions in a Cup Handout.

16. Allow the students to create a graph of their results on their journals.

(per group) sugar cube (per group) granulated sugar (per

group) two stopwatches (per

group) graduated cylinder (per

group) masking tape triple beam balance distilled water

TAKS Strategy: Make sure to encourage the students to observe what Variable is being manipulated. Here the Variable would be Type of Surface Area




Example: Variable =Type of Surface Area Result = Dissolve the fastest (Rate of dissolving). Problem = What different type of surface area in sugar will dissolve the fastest? Hypothesis = I believe that the granulated sugar will dissolve the fastest.

EXPLAIN Approximate time: Period 1. Ask students to share their rate of dissolving sugar

in each cup. 2. Ask:

What happens to sugar when it dissolves in water?

How does mixing affect the dissolving of ingredients?

Why does dissolving take time to be noticeable? Allow the students to explain and write their responses into their journals.

3. Ask:

Was your hypothesis correct?

Variable Result

What ever is being manipulated, changed, different Variable will always start with: Different Type of Different Amount of Different Size of

Result is the outcome of the experiment

When you write the Problem, you use the Variable + Result = Problem



INSTRUCTIONAL PROCEDURES Notes for Teacher 4. What else could we have done on this

experiment to make it more reliable? Students write a conclusion about how size of

surface affects the rate of dissolving sugar in water using Solutions in a Cup Handout.

EXPLORE/EXPLAIN Approximate time: Period 1. Bring class together for final observation. 2. Teacher pours the solution from either cup into a

beaker and heats it on the hot plate. 3. Ask:

What do you think is going to happen? Why?

4. Continue heating until all of the water is gone. 5. Students observe what is left at the bottom of the

beaker. 6. Make sure to let them know that the same

amount of sugar that they started with should be there at the bottom of the beaker. (Unless some of it stayed in the other cup. The main point is that the sugar did not evaporate)

7. Students explain what happened to the solution when heat was applied in Solutions in a Cup Handout.

8. Review vocabulary of instruction: dissolve, mixture, ingredient, substance, solution, heat resistant

Materials Needed:

Handout: Solutions in a Cup

Hot plate beaker

Safety: Make sure that the students don’t get too close and to wear their goggles. Teacher Review: This would be a good time review the changes in states of matter. Liquid Gas (Evaporation Process)

EXPLORE Approximate time: Period

1. Review/recap the previous day activities and vocabulary.

2. Teacher models safety guidelines. 3. Introduce vocabulary of instruction. 4. Divide class into small groups and assign roles. 5. Say, “Today you will be working on an

experiment. You will have to work in groups, but you will each have to turn in individual work”

Materials Needed:

Handout: Dissolving Sugar


3 sugar cubs (per group)



6. Pass out Dissolving Sugar Handout. 7. Ask: “Your Problem will be: What different

temperatures of water will allow the sugar cube to dissolve at a faster rate?”

8. Instruct the students to find the variable that is being manipulated in this experiment. Guide the students to say that the variable is different temperatures.

9. Allow the students to fill out as much as they can in the Dissolving Sugars Handout.

10. Before the experiment is conducted they should be able to fill in the variable, problem, hypothesis, and materials.

11. Each student will get three small clear plastic cups and three sugar cubes.

12. Allow them to label the cups as follows: hot water, room temperature water, and cold water.

13. They should place one sugar cube into each cup, all at the same time.

14. The student responsible for time should keep time and wait until the cubes dissolve.

15. Students record their results in their data charts as the cubes dissolve.

16. Students will repeat this experiment three times for reliability.

17. Once the students record their data in the Dissolving Sugar Handout, instruct them to find an average of the three trials that were conducted.

18. Allow the students some time to work on their data and their graph.

19. When they finish their data and graph, allow them some time to finish their procedure and conclusion

20. For their conclusion they should consider their hypothesis and justify why sugar cubes dissolve faster in some different temperature water.

21. Instruct the students to make a mini-board. The mini-board can be created by getting a large paper such as the legal size paper, cut a poster board in half, or a white blank book cover.

22. After getting the background paper, divide it into three even sections such as in the Dissolving Sugar Handout. The students can then use construction paper to label the mini-

Timer hot water cold water water at room

temperature calculator poster board construction paper

Teach Note: You may also ask a different question such as: What different temperatures of water will allow the sugar cube to dissolve at a slower rate? Handout: Dissolving Sugar

TAKS Strategy: Remember to use the T-Chart from above on variables and results to help the students review the problem and write the hypothesis. Handout: Mini-board Picture



board and write everything from the Dissolving Sugar Handout into the mini-board. Look at the picture of the Mini-board Picture Handout as an example.

EXPLAIN Approximate time: Period

1. Ask: What was your conclusion? Was your hypothesis correct? What substance dissolved? Why do you think the hot water allowed

the sugar cubes to dissolve the fastest? Help students understand that the more energy that is in water the faster the molecules are moving and the faster the sugar will dissolve.

2. Ask: What properties do we now know about

hot water? Why does dissolving take time to be

noticeable? What influence did the properties of each

substance have on each other after mixing? Direct the students to conclude that adding water to the sugar caused the sugar to dissolve and a mixture of uniformity (homogenous) was created which is a solution.

3. Once you have a discussion with the groups allow the groups to talk to their peers about their results, hypothesis, and conclusion.

4. Allow students some time to display their mini-boards while they explain the results and conclusions during the classroom discussion.

ELABORATE Approximate time: Period

1. Teacher models safety guidelines and every student should be wearing goggles.

2. Introduce vocabulary of instruction: Mixture, Solution, Ingredient, Substance, and Dissolve.

Material Needed:

Handout Exploring Mixtures



3. Divide class into small groups assign roles as needed.

4. Give materials to groups. 5. Each student will receive Exploring Mixtures

Handout. They need to complete it, while working on their activity.

6. Instruct the students to follow the Lab procedure from Exploring Mixtures handout.

7. Inform them to work on each cup at a time and not to do them all at the same time.

8. While they are mixing these materials together, they need to write down the results as either an example of a solution or not an example of a solution. The students, also, need to fill out the other column of Exploring Mixtures Handout. They need to write down if the mixture is a solution or not a solution.

9. After the students complete the lab, allow the students to talk within their groups about the activity.

10. Ask: What happened to mixtures 1, 4, 5 and 8? What seemed to disappear on these mixtures? Do you think that the substances are still

there? What are some of the unique properties that

make these mixtures solutions? What would happen if I would add more salt

to mixture # 4? Guide the students to the respond that it would become saturated. Explain that we would have to add more water to fix the problem.

11. Ask: Why are these solutions still considered

mixtures? Direct the students to respond that two or more substances are being mixed together.

12. Ask: From these solutions what substance was

being dissolved? What substance was doing the dissolving?

13. Allow the students to correct anything from their work and write notes in their journals.


Water Vinegar graduated cylinder masking tape metric measuring spoon sugar small rocks or pebbles sand salt oil goggles

Handout: Exploring Mixtures

Safety: Make sure that the students are wearing their goggles. TAKS Strategy: When a student writes down M (Mixture) or MS (Mixture/Solution), this is a good strategy by using the process of elimination. For example, Which of these mixtures is evenly mixed? A. fruit Salad (M) B. Oil and water (M) C. Salt water (MS) D. Salad (M) TAKS Review: While you review with the students about mixtures and solutions you might want



show them this T-Chart that you previously used to review. Now you can add the attributes of solutions into the second column. Ask the students to retrieve it from their journals.

EVALUATE Approximate time: Period 1. Review with the students everything they have

covered during the week including vocabulary words.

2. Give each student Tea Party Handout. 3. Place a small amount of sweetened iced tea and a

cup of water on each of the students’ desks. 4. Say: In the graphic organizer (Tea Part Handout),

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 after mixing.

5. After the students complete the Tea Party Handout allow them to drink their solution as they have a discussion from their results.

Materials Needed:

Handout: Tea Party Sweetened iced tea water

Handout: Tea Party


Mixtures Solutions

-Is a mixture -Mix evenly -Something Gets Dissolved

Ex. -Salt Water -Kool-Aid -Sugar and Water -Vinegar and Salt



Separating Mixtures Mixture 1

Prediction of magnetic item: Actual magnetic item:

Illustration of observation Illustration of magnet swipe

Mixture 2

Tools Plan of Action



Separating Mixtures Mixture 3

Prediction of ingredients that will float: 1. 2. Actual ingredients that did float: 1. 2.

Illustration of Prediction Illustration of mixture



Created Mixtures

Name of Student Physical Properties of 1st Item

What tools to separate it from mixture

Physical Properties of 2nd Item


Physical Properties of 3rd Item




Created Mixtures

Summary ______________________________________________________________________

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Story Writing: Mixtures

CATEGORY 4 3 2 1 Accuracy of Facts All facts presented in the

story are accurate. Almost all facts presented in the story are accurate.

Most facts presented in the story are accurate (at least 70%).

There are several factual errors in the story.

Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his/her imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his/her imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Requirements All of the written requirements (states of matter, physcial properties, changes or non changes that mixture went through, and separation techniques) were met.

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Illustrations Original illustrations are detailed, attractive, creative and relate to the text on the page.

Original illustrations are somewhat detailed, attractive, and relate to the text on the page.

Original illustrations relate to the text on the page.

Illustrations are not present OR they are not original.



Examples and Non-Examples

I’m Thinking of a Special Type of Mixture

Example: Non-example:

Ideas 1. 2. 3. 4. 5.



Solutions in a Cup

Write a hypothesis about what will happen in each cup.

Dissolving Sugar Cubes

Cup Sugar Mass Time to Dissolve

Write a conclusion about how size affects the rate of dissolving sugar in water.

Explain what happened to the solution when heat was applied.



Tea Party

Properties of Substance Before

Mixing

Properties of Substance After Mixing

Sweet Iced Tea

Water

Summary

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Science/ 5th Grade Unit: 01 Lesson: 02


Exploring Mixtures # Mixture Results TAKS Strategy

Is it an M (Mixture) or MS (Mixture/Solution)

Ex. Water (Liquid) + Tea (Solid) Example of a Solution This mixture is a solution = MS

Ex. Water (liquid) + Wood (Solid) Non-Example of a Solution This mixture is NOT a solution = M

1. Water (Liquid) + Sugar (Solid)

2 Water (Liquid) + Rocks (Solid)

3. Water (Liquid) + Sand (Solid)

4. Water (Liquid) + Salt (Salt)

5. Vinegar (Liquid) + Sugar (Solid)

6. Vinegar (Liquid) + Sand (Solid)

7. Water (Liquid) + Oil (Liquid)

8. Vinegar (Liquid) + Salt (Solid)



Exploring Mixtures Lab Procedure

1. Label eight, nine ounce clear cups, as cup 1, cup 2, etc., and the write substance that will be in each cup. For example: Cup #1 Water and Sugar

2. Add 50 ml of water into the five cups that have water labeled as one of the substances. 3. Add 50 ml of vinegar into the three cups that have vinegar labeled as one of the

substances. 4. Place 1 ml of sugar into the cup labeled cup 1. 5. Record and observe your results on Exploring Mixtures Handout. 6. Place a pinch of rocks into cup 2. 7. Record and observe your results on Exploring Mixtures Handout. 8. Place 1 ml of sand into cup 3. 9. Record and observe your results on Exploring Mixtures Handout. 10. Place 1 ml of salt into cup 4. 11. Record and observe your results on Exploring Mixtures Handout. 12. Place 1 ml of sugar into cup 5. 13. Record and observe your results on Exploring Mixtures Handout. 14. Place 1ml of sand into cup 6. 15. Record and observe your results on Exploring Mixtures Handout. 16. Place 50 ml of oil into cup 7. 17. Record and observe your results on Exploring Mixtures Handout. 18. Place 1 ml of salt into cup 8.



Problem What different temperatures of water will allow the sugar cube to dissolve at a faster rate?

Hypothesis

Procedure

Results Data

Trail 1 Trail 2 Trail 3 Average Hot Water Room Temp. Water

Cold Water Graph Variable

Materials Conclusion

Dissolving Sugar



Picture Example of A-Mini-board

4th cscope sci_mixtures_and_solutions

Education

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