Grade 5
Science
Unit: 02
Lesson: 02
Suggested Duration: 8 days
Propiedades de mezclas, soluciones y agua
Lesson Synopsis:
The physical properties of matter will continue to be investigated in the framework of how substances interact in mixtures
and solutions. Students will demonstrate that mixtures can be separated and identify solution as a type of mixture.
Students will also use the physical properties of mixtures and solutions to decide whether the properties change or remain
the same.
TEKS:
5.5
5.5C
5.5D
Scientific investigation and reasoning. 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:
Demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and
sand. Supporting Standard
Identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving
salt in water or adding lemon juice to water. Supporting Standard
Scientific Process TEKS:
5.1
5.1A
5.1B
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:
Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards
during classroom and outdoor investigations.
Make informed choices in the conservation, disposal, and recycling of materials.
5.2
Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor
investigations. The student is expected to:
5.2C
5.2D
Collect information by detailed observations and accurate measuring.
Analyze and interpret information to construct reasonable explanations from direct (observable) and
indirect (inferred) evidence.
Communicate valid conclusions in both written and verbal forms.
Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to
organize, examine, and evaluate information.
5.2F
5.2G
5.4
5.4A
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to
conduct science inquiry. The student is expected to:
Collect, record, and analyze information using tools, including calculators, microscopes, cameras,
computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam
balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets,
and notebooks; timing devices, including clocks and stopwatches; and materials to support observations
of habitats or organisms such as terrariums and aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Make two mixtures; one must be a solution. Identify whether or not the physical properties of the original
substances in each change when the new mixtures are created. Produce a chart that documents changes, if any,
in properties. (5.2D, 5.2F, 5.2G; 5.5C, 5.5D)
1C; 5G
Key Understandings and Guiding Questions:


Las propiedades físicas pueden permanecer igual en algunas mezclas pero pueden cambiar en otras.
— ¿Qué propiedades ayudan a separar las diferentes sustancias de una mezcla?
Las propiedades físicas de los ingredientes pueden cambiar cuando se combinan en una solución.
— ¿Cómo el mezclar afecta la disolución de los ingredientes?
— ¿Cuáles son las diferencias en los distintos tipos de soluciones?
Vocabulary of Instruction:

disolver
©2012, TESCCC


solvente
04/15/13
soluto
page 1 of 8
Grade 5
Science
Unit: 02 Lesson: 02

solución

propiedades
Materials:
Refer to Notes for Teacher section for materials.
Attachments:








Handout: Separating Mixtures (1 per student)
Teacher Resource: Separating Mixtures KEY
Handout: Exploring Solutions Data Sheet (1 per student)
Teacher Resource: Exploring Solutions Data Sheet KEY
Teacher Resource: PowerPoint: Ways to Separate Mixtures
Handout: Which Method
Teacher Resource: Which Method KEY
Teacher Resource: Evaluate Instructions PI (1 for projection)
Resources and References:

Suggested Books:
 Aloian, M. (2008). Mixtures and solutions (Why chemistry matters). NY: Crabtree Publishing Co.
 Ballard, C. (2009). Mixtures and solutions. Portsmouth, NH: Heinemann-Raintree.
 Brennan, J. (2011). Mixtures and solutions: The sugar in the tea. Chicago, IL: Norwood House Press
Classroom.
 Karpelenia, J. (2005). Mixtures and solutions. Logan, IA: Perfection learning.
 Maurer, T. (2012). Mix it up!: Solution or mixture? Vero beach, FL: Rourke Pub. Group.
 Spilsbury, L. and Spilsbury, R. (2007). Mixtures and Solutions solutions. Portsmouth, NH: HeinemannRaintree.
Advance Preparation:
1. Before the lesson starts, prepare the six bowls of mixtures for each group to use in the Engage activity.
Mixture 1: ¼ cup sand and 1 tablespoon iron filings (sealed in a snack-size, resealable, plastic bag)
Mixture 2: ½ cup trail mix (may include raisins, almonds, pretzels, and chocolate pieces)
Mixture 3: ¼ cup sand, 1/8 cup cork pieces (2–3 cut into pieces) or wood chips (1/4 cup per class)
Mixture 4: ¼ cup sand and ¼ cup rocks or pebbles
Mixture 5: ¼ cup sand and ½ cup water
Mixture 6: ¼ cup salt and 1 teaspoon coarsely ground pepper (sealed in a snack-size, resealable, plastic bag)
2. Prepare attachment(s) as necessary.
Background Information:
This lesson bundles SEs that address mixtures and solutions in order to set a foundation for understanding and
classifying chemical and physical changes.
During this lesson, students will classify matter according to their physical properties. Additionally, students will focus
on the physical properties of mixtures and solutions and whether those physical properties change or remain the
same. In order to truly understand the differences between mixtures and solutions, students will need to be provided
with experiences that include the concepts of dissolving and solubility.
STAAR Note:
Students’ Grade 5 understanding of physical properties of matter will be foundational to the concept of elements and
their location on the periodic table in middle school curriculum.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of
learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional
Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of
the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
©2012, TESCCC
04/15/13
page 2 of 8
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures
Notes for Teacher
ENGAGE – Properties of a Mixture
NOTE: 1 Day = 30 minutes
Suggested Day 1
1. Say:
 In the previous lesson, we talked about matter and its physical
properties.
Ask:
 What helps us distinguish the physical properties of matter?
Answers may vary. Some student responses might be: tools help us
measure different observable properties; characteristics help us
observe properties; or our five senses can help us observe properties.
2. Divide the class into six groups, and distribute a prepared bowl of mixtures
to each group. (see Advance Preparation)
 Bowl 1: iron filings and sand
 Bowl 2: trail mix
 Bowl 3: cork and sand
 Bowl 4: rocks and sand
 Bowl 5: sand and water
 Bowl 6: salt and pepper
3. Instruct the students to make observations regarding the physical
properties of each substance and record the contents of each bowl in their
science notebooks.
4. Rotate the bowls through each group until all the students have had the
opportunity to observe the contents of each of bowl.
5. Ask the following questions for each mixture:
 Was there more than one substance in each container? (Yes)
 Can we separate these substances? (Yes)
 Why are we able to separate the substances? The substances keep
their original physical properties in a mixture.
 In what ways do you think the mixtures can be separated?
Answers will vary.
 What name can we use to describe two or more items that are
mixed together, but can still be separated? Mixture
6. Allow students the opportunity to record what they learned in their science
notebooks.
Materials:
 bowls (6 per group)
 trail mix (1/2 cup, see Advance
Preparation, per group)
 iron filings (1 tablespoon, see
Advance Preparation, per group)
 resealable plastic bags (snacksize, see Advance Preparation, 2
per group)
 sand (1 cup, see Advance
Preparation, per group)
 water (1 cup, see Advance
Preparation, per group)
 rocks or pebbles (1/4 cup, see
Advance Preparation, per group)
 cork (about 1/8 cup, see Advance
Preparation, per group)
 wood chips (1/4 cup, see Advance
Preparation, per group) – Optional
 salt (1/4 cup, see Advance
Preparation, per group)
 pepper (coarsely ground, 1
teaspoon, see Advance
Preparation, per group)
Science Notebooks:
Instruct students to list the properties
of each of the mixtures in their science
notebooks. Creating a chart is one way
students could organize the
information.
Example:
Bowl
1
2
3
Contains
Properties
trail mix
cork and
sand
4
5
6
EXPLORE – Looking at Mixtures
Suggested Days 1 (continued), 2,
and 3
1. Conduct a demonstration to show that saltwater is a mixture. Set up will
include a hot plate, triple beam balance, small pot, about 1/8 cup salt, and
water.
 Put on your safety goggles.
 Place the small pot on the triple beam balance. Pour in the 1/8 cup
Materials:
 hot plate (for demonstration, 1 per
teacher)
©2012, TESCCC
04/15/13
page 3 of 8
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures






Notes for Teacher
salt.
Instruct students to draw the investigation set-up in their science
notebook. They should include a prediction about the mass of the salt
after the water has evaporated.
Choose a student to read the mass of the pot and salt. Students
should record this number. Place the small pot on the hot plate. Add
about ½ cup water and stir. Turn on the hot plate.
Allow the water to completely evaporate. Remove the pot from the
heat source. Place on the hot mitt.
Allow the pot to cool.
Measure the mass of the pot with the salt again. Choose a student to
read this amount. Students should record the amount next to their
prediction. The new amount is the “actual amount”. If there is a
difference, students should write why the difference has occurred.
(Taking the mass after the pot has cooled may need to occur at the
conclusion of the Day 2 activity stations.)
Safety Note: Watch the evaporation process carefully. When the water
evaporates from the pot the salt may “pop”.
Students should not be near the hot plate at this time.
2. For Days 2 and 3, students will go through stations where they separate
mixtures by various methods.
3. Distribute Handout: Separating Mixtures to each student.
4. Students will be using several different methods to separate mixtures
including: physical separation, density, magnetism, filtration, and
evaporation.
5. (Optional activity extension) Instruct the students to take a picture of the
mixture before and after separation. After the pictures are printed, they can
be displayed in the room to reinforce instructional vocabulary.
6. Divide the class into groups of 3–4 students.
7. Remind students of any pertinent safety rules. In addition, when they have
finished the investigation at a station, they are expected to restore the
station so it is ready for the next group. Students should complete the
handout for one station before moving to the next one.
8. Determine how students will rotate through the stations.
9.





















safety goggles (for demonstration,
1 per teacher)
triple beam balance (for
demonstration, 1 per teacher)
pot (small, for heating the
saltwater mixture, for
demonstration, 1 per teacher)
gloves or hot mitt (for
demonstration, 1 per teacher)
containers (such as plastic bowls,
1 per station)
magnet (ring or bar, sealed in a
snack-size plastic bag, 1 per
group)
resealable plastic bags (snacksize, for magnets, 1 per group)
iron filings (about ¼ cup, per
class)
sifter/sieve/strainer (1 per class)
filter paper (3 per group)
container of water (for pouring, 1
per teacher)
beaker (250 mL, 1 per station)
sand (1/4 cup, per group)
water (1/4 cup, per group)
rocks 1/4 cup, per group)
cork (2–3 cut into pieces, per
group)
wood chips (1/4 cup, per group) –
Optional
salt (1/4 cup, per group)
pepper (coarsely ground black, 1
teaspoon, per group)
camera (digital, 1 per teacher)
spoon (plastic, 1 per teacher)
Attachments:
 Handout: Separating Mixtures (1
per student)
 Teacher Resource: Separating
Mixtures KEY
Instruct students to begin.
10. After students have separated each of the six mixtures and recorded their
findings on the Handout Separating Mixtures, facilitate a discussion using
the following questions as a guide:
Ask:
 Were you able to separate these mixtures? Yes
 What properties helped you to separate the mixture? Answers will
vary, but may include shape, attraction to a magnet, etc.
 What other ways could we have separated this mixture? Answers
may include separate by shape, mass, strainer, etc. Listen for student
misconceptions about physical separation of matter. Some students
may think methods, such as using tweezers to pick out small particles,
is a practical method of separation.
©2012, TESCCC
04/15/13
Safety Notes:
Although students were made aware of
safety expectations at the start of the
school year, this would be an
appropriate time to remind students to:
Conduct yourself in a responsible
manner at all times while participating
in the activity.
Follow all written and verbal
instructions carefully. If you do not
understand a direction or part of a
page 4 of 8
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures

Notes for Teacher
These substances represent what state(s) of matter? Solid and
liquid materials mixed together.
11. Allow time for students to write and illustrate a short summary of their
understanding of the concepts learned today.
procedure, ask the teacher before
proceeding.
Read all procedures thoroughly.
Behave responsibly while conducting
the investigation. Horseplay, practical
jokes, and pranks are dangerous and
prohibited.
Dress properly during a laboratory
activity. Long hair, dangling jewelry,
and loose or baggy clothing are a
hazard in the laboratory. Long hair
must be tied back.
Instructional Notes:
Instead of using cork (2–3 cut into
pieces), wood chips may be used like
on Day 1.
Students had the opportunity to learn
about ways to separate mixtures in
both Grade 3 and 4. They should have
had experiences with physical
separation, floating/sinking (density),
magnetism, filtration, and sifting. Some
students may not have seen or
experienced evaporation.
A word wall could be started in order to
have a visual display of the science
academic words used in this lesson.
Teachers should determine and inform
students about pertinent safety
procedures and method of rotating
through stations.
Teachers should also set the
expectations of how students should
leave the stations for the next group. It
is generally expected that a station setup is prepared for the first group and
that each successive group leaves it in
the same arrangement.
EXPLORE/EXPLAIN – Exploring Solutions as a Special Type of
Mixture
1. Divide the class into working groups, and distribute the Handout: Exploring
Solutions Data Sheet to each student.
2. Instruct students to follow directions at the top of their handout.
3. Distribute the materials for the investigation. Monitor students as they
progress through the activity. Ensure that all students have the opportunity
to create at least one of the solutions.
©2012, TESCCC
04/15/13
Suggested Day 4
Materials:
 cups (clear, plastic, 6–8 ounce, 5
per group)
 spoons (plastic, 5 per group)
 water (per class)
 salt (2 g, per group)
page 5 of 8
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures
Notes for Teacher
4. Determine if washing and recycling the plastic cups is appropriate for your
classroom. Discuss the concept of “conservation of resources”.
Conservation may include reusing and recycling as opposed to throwing
away. Students also need to be aware that washing the cups uses
resources (water, soap) and energy (electricity to heat the water).






5. In addition, you will want a container in which each of the different solutions
can be disposed.
6. After the students complete the investigation, facilitate a discussion using
the following questions as a guide:
Ask:
 What happened to the salt and sugar when they were mixed with
the vinegar and water? The salt and sugar appeared to ‘disappear’
because it dissolved and mixed evenly with the liquids.
 What seemed to ‘disappear’ in these mixtures? The solid substance
 Do you think that the substances are still there? Answers may vary.
 How are mixtures and solutions different? The substances in a
mixture retain their physical properties, which make them easy to
separate. In solutions, the substances lose some of their physical
properties. Solutions are more difficult to separate.
 Why did you need to stir the substances? Stirring helped the salt
and sugar dissolve faster. When molecules move faster, they have
more energy and are able to interact more quickly with other
substances.
7. Remind students of the activity they did during the Engage Section.
Mixtures are two or more substances, mixed together, that can be easily
separated.
Ask:
 What are some combinations that mixtures could have? Mixtures
can be any combination of liquids, solids, and gases.
 What proportions can be found in mixtures? Mixtures may contain
any proportion of the components from which it is made.
 How would you describe air? Air is a mixture of gases.
 How would you describe a solution? A mixture of a solid, liquid, or
gas dissolved in another liquid is called a solution.
 What is one way a solution appears different from a mixture? The
solid seems to disappear, but it is distributed throughout the mixture.
Ask:
 What are some of the unique properties that make these mixtures
solutions? Answers may vary, but should include: the solids dissolve
but are still there and can be separated; the properties of the
substances remain unchanged; can be dissolved in other liquids
besides water; etc.
 Why are these solutions still considered mixtures? Two or more
substances are being mixed together.
 In these solutions, what substance was being dissolved? The solid
or the salt and sugar
 What substance was doing the dissolving? The liquid
 What substance is the solvent? The liquid (water or vingegar).
8. After the questions (above) have all been discussed, allow students the
opportunity to correct anything from their work and write a description in
their science notebook of what makes mixtures and solutions different.
©2012, TESCCC
04/15/13
sugar (1 g, per group)
pancake syrup (5 mL, per group)
lemon juice (5 mL, per group)
vinegar (100 mL, per group)
balance (1 per group)
graduated cylinder (50 mL or 100
mL, 1 per group)
Attachments:
 Handout: Exploring Solutions
Data Sheet
 Teacher Resource: Exploring
Solutions Data Sheet KEY
Instructional Notes:
To manage the large quantity of
materials for this investigation,
consider placing all materials for one
group on a tray or in one area. A
materials manager could be appointed
in each group to retrieve and return
materials.
Determine if washing and recycling the
plastic cups is appropriate for your
classroom. In addition, you will want a
container in which each of the different
solutions can be disposed.
If students are having difficulty
grasping the concept that the sugar or
salt is still in the water even though it
looks as though it has “disappeared”,
you could use the analogy of an “Hide
and Go Seek”. People are there, you
just can’t see them. The solid is hiding
in the liquid.
Students should work with their group
to create a definition for the word
mixture and the word solution.
Science Notebooks:
When students are writing in their
science notebooks consider using the
“Line of Learning” strategy. More
information can be found at:
http://lhsfoss.org/fossweb/news/pdfs/S
cience_Notebook_FOLIO.pdf
Data sheets should be affixed in
student science notebook.
page 6 of 8
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures
Notes for Teacher
9. To summarize the activity,
Say:
 During the activity, “Separating Mixtures”, you discovered that a
mixture is a combination of two or more substances that keep
their original physical properties.
 You explored a special type of mixture called a solution. In a
solution, one substance dissolves and mixes evenly throughout
the mixture.
 Solutions are more difficult to separate than mixture because the
combined substances are distributed evenly. The components do
not all retain their original physical properties.
EXPLAIN – Exploring Solutions
1. Using the Handout: Exploring Solutions Data Sheet, facilitate a guided
discussion about the results.


Suggested Day 5
Attachments:
 Handout: Exploring Solutions
Data Sheet (from previous activity)
How does mixing affect the dissolving of ingredients? Answers
will vary depending on the ingredients.
How do various types of solutions differ? Answers will vary
depending on the ingredients.
2. In the course of discussion, be mindful that it is critical that students
recognize the properties that make up a solution. Allow students time to
brainstorm with their classmates in order to compare and contrast mixtures
and solutions. Instruct students to create a graphic organizer in which they
can record data in their science notebooks.
3. Students should have the opportunity to share their thinking with their
classmates. Encourage students to add examples to their graphic
organizer.
ELABORATE – Ways of Separating Mixtures
1. Show the PowerPoint: Ways to Separate Mixtures.
2. Distribute the Handout: Which Method. Have students complete the
handout.
3. After students have completed the handout, facilitate a discussion to review
the answers using the Teacher Resource: Which Method KEY as a guide.
Suggested Day 6
Attachments:
 Teacher Resource: PowerPoint:
Ways to Separate Mixtures
 Handout: Which Method (1 per
students)
 Teacher Resource: Which
Method KEY
Check for Understanding:
As students are completing the
Handout: Which Method, the teacher
©2012, TESCCC
04/15/13
page 7 of 8
Grade 5
Science
Unit: 02 Lesson: 02
Instructional Procedures
Notes for Teacher
could monitor student work and at the
same time, informally assess student
understanding.
EVALUATE – Performance indicator
Suggested Days 7 and 8
Performance Indicator
 Make two mixtures; one must be a solution. Identify whether or not the
physical properties of the original substances in each change when the
new mixtures are created. Produce a chart that documents changes, if
any, in properties. (5.2D, 5.2F, 5.2G; 5.5C, 5.5D)
1C; 5G
1. Refer to the Teacher Resource: Evaluate Instructions PI for information
on administering the performance assessment.
Materials:
 lesson materials (such as sand,
salt, water, vinegar, salt sugar, per
class)
 lesson tools (such as magnet,
hand lens, hot plate, beakers,
funnel, filter paper, per class)
 paper (either plain or construction,
1 sheet per student)
 markers or colored pencils (per
group)
Attachments:
 Teacher Resource: Evaluate
Instructions PI (1 for projection)
Safety Notes:
If a group choses to use a hot plate in
order to evaporate a mixture, then
each student in the group should be
wearing safety goggles.
Review safety procedures for this
activity.
No tasting of the liquid allowed.
©2012, TESCCC
04/15/13
page 8 of 8