Mixtures and Solutions – Lesson 1
Fourth-Fifth Grade
INTENDED CURRICULUM
BIG IDEA: (display in class during the lesson)
Elements and their combinations account for all the varied types of matter around us.
Idaho Standard(s) addressed
4.S.2.1.1 Use instruments to measure properties (590.01.a)
4.S.2.1.2 Describe the physical properties of solids, liquids, and gases. (590.01.b)
5.S.2.1.1 Describe the differences among elements, compounds, and mixtures.
LESSON CONTENT GOALS
GUIDING QUESTIONS
1) A mixture is a combination of
two or more substances.
1) What is a mixture?
2) Some mixtures can be separated
by filtering.
2) How can a mixture be
separated?
3) Each substance in a mixture
keeps its own properties after
being separated from the mixture.
3) What happens to the
properties of substances after
they are mixed and then
separated from a miture?
TESLA Mixtures and Solutions
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Lesson 1 - Making and Separating Mixtures
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IMPLEMENTED
CURRICULUM
Teacher’s Notes:
Helpful chemistry content:
In this Unit, you will cover a broad overview of how matter is organized, where matter is all
of the “stuff” around us. You will start with mixtures, which are combinations of materials,
in Lesson 1. Most of the matter that we encounter on a daily basis is a mixture of materials:
food, people, plants, cars, houses, etc.
Pure substances (LE2 and LE3)
Solutions (LE2)
Mixtures (LE1)
Mixtures are divided into two categories. In Lesson 2, we will focus on those that have
components dissolved in each other, called solutions. Solutions are uniform, like salt or
sugar dissolved in water, or even oxygen mixed with nitrogen and other atoms to form air.
All other mixtures of materials, those which are not uniform, like chocolate chip cookies and
salad dressing, are just referred to as mixtures. These nonuniform mixtures are the topic of
this lesson.
The main thing to get across to your students is that it is possible to separate both solutions
and mixtures into their component parts. These components will have the same properties
after they are separated as they did before they were. In this lesson, students will separate
mixtures with filters and strainers. In Lesson 2 and 3, they will separate solutions by letting
water evaporate to recover salt.
Advanced Preparation:
Set up a material station for the gravel and the diatomaceous powder. Put out a spoon and a
craft stick for each group, and have water available for all to use.
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Materials for groups of 4 students:
1 spoon gravel
2 craft sticks (for stirring)
1 spoon of diatomaceous powder
4 sticky notes for labeling cups
½ liter container with water
hand lenses
4 small cups
funnel with stands
Syringe, 50 ml
screen
filter
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LESSON OVERVIEW
Brief planning:

Read engaging scenario

Observe and list the properties of the solids, distribute the solid materials and hand
lenses

Design a chart for properties of the solids, share information with class, and record it
in notebooks

Distribute the syringes, cups and spoons for students to mix a spoon of solids in 25 ml
of water

Discuss and share the problem to solve (focus question).

Write a prediction in notebooks: students decide how the mixtures will be separated

Plan how to record the results on a chart

Discuss how to separate the mixtures

Students separate their mixtures

Discuss the results and record information on charts

Making Meaning Conference: guide making claims based on the evidence found

Claims and Evidence: students make claims and evidence focusing on guiding
questions.

Conclusions: write a letter to the construction company telling them of your findings

Reflection: write a new investigable question to continue further investigation on the
topic
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Lesson 1 - Making and Separating Mixtures
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DAY ONE
Word Wall
Mixture: a combination of materials
Solids: matter with definite shape and volume
Liquid: matter with a definite shape but
indefinite volume
Property:
a characteristic feature
ENGAGING SCENARIO
Read the engaging scenario; use the template at the end of this lesson to make either copies or a
transparency so students can read along with you.
The Clearwater Construction Company has been doing a lot of work
recently around the valley. At one building site, there is a mixture of
gravel and diatomaceous powder in water. They would like to separate
the gravel and diatomaceous powder from the water so they can use
those materials for building and other purposes. Unfortunately, they are
so busy that they do not have the time to figure out the best method for
removing all of the gravel and diatomaceous powder from the water.
They have asked you to figure out how to do it and prepare a report for
them. What is the problem that you need to solve for the Clearwater
Construction Company?
Teacher’s Notes:
Instructions:
Teacher says: In order to solve this problem, I will show you the solid materials as they
were before they were mixed in water. You will make a table of the characteristic properties
of these substances, including the water. Characteristic properties are? COLOR, SHAPE,
TEXTURE. What do we use to do observations? OUR SENSES.
Discuss with the group how they will record their observations. DO NOT START the
activity until they are ready with their charts. (See sample chart below)
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CHART ONE
Properties of Materials Before Mixing
1
2
3
Substance
Gravel
Diatomaceous
powder
25 ml of water
Color
Shape
Texture
Have students gather materials from the material station: (1 spoon of each) gravel and
diatomaceous powder in a labeled cup. Make sure that the students label the cups with their
names and the contents. Supervise as students record their observations and assist them
when necessary. Allow some reasonable time for them to collect data. Then have students
share the properties they observed.
Teacher says, “Now that you have information on the substances, you will mix the solids
with the water so you can observe the mixtures. This time you will make a drawing showing
how each substance looks once you mix it with water. Make sure you label your pictures in
detail. Now go get 25 ml of water for each of the cup.”
Have the students mix the solids with the water and stir with the craft stick, then sketch their
mixtures (see samples of illustrations below).
Data to record in notebooks
Illustrations of the substances in water after they are mixed.
EXAMPLE
1
Water + gravel
2
water+ diatomaceous powder
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Teacher’s Notes
After students have made the mixtures and recorded their observations, have a class discussion of
what they wrote. Make sure everyone has more or less the same information on the charts. Use an
overhead transparency to fill in the information they share as a class. Check that charts are filled
correctly and provide feedback if necessary.
Have students return their materials to the material station, these will be used on Day 3. Make sure
that their cups are labeled with their names or group name. The water in the mixtures will evaporate,
so you may want to cover the cups with tinfoil and/or put them in a refrigerator.
DAY TWO: PLANNING




Return to the ENGAGING SCENARIO; re-read the problem students need to solve
Solicit focus question samples from class and select the most appropriate one
Students write the CLASS FOCUS QUESTION in their notebooks if it is different
from their own
Check notebooks and provide feedback
FOCUS QUESTION (display, group discussion and record in notebooks)
Suggested class focus question:
How can solids mixed in water be separated?
Check and provide feedback
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Teacher’s Notes
PREDICTION
Students will then discuss how they could solve the problem by writing a PREDICTION. They work
in groups discussing how and what they will use to separate the solids from the mixture. Remind
students to use the kit inventory or word wall materials for ideas for possible equipment they can
use to solve the problem.
Provide prediction formats to help them write. They have to include a “because” statement to justify
their prediction. Allow some time for discussion. Then have them share their ideas with the class.
Predictions are recorded and checked as they write them.
PREDICTION
I predict that _______ can be used to separate the gravel from the water because ________.
I predict that ________can be used to separate the diatomaceous powder from the water
because_______.
For example:
I predict that the screen can be used to separate the gravel from the water because I have used
a strainer toTeacher’s
separate spaghetti
Notes from water.
Check and provide feedback
As the groups finish sharing predictions with the class, they are to decide on the way they will test
their predictions. They should organize their data in a chart. You can either have them copy of the
chart or tape/glue a copy in their notebook. Have students share with the class ideas on how they
will test their prediction.
CHART TWO
STRATEGY USED FOR SEPARATION
Solid Substance
Screen
Filter paper
Other
Gravel mixed into
water
Powder mixed into
water
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DAY THREE


Remind students of FOCUS QUESTION and plans for separation.
Have the following materials available for each group: funnel, filters, stand, cups with
mixtures, screens.
Teacher says: Keep in mind the following tips when you are testing:

If you decide to use the filter only with all the substances remember to change filters.

Check that a cup is under the funnel or screen to hold anything that goes through.

Set up the funnel stand, fold the filter paper in half, then in half again, and open it like
a cone cup. Place it inside the funnel.

Make sure you know which substance you are separating by looking at the label
outside the cup.
Students may begin separating the substances and recording observations. The set up will
look similar to the picture below:
Once students have finish testing, have them return the materials and clean their area. Let the
solids that have been separated from the water dry overnight (at least) so they can be
observed. Make sure the materials are labeled so that the students can get their own
materials back.
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DAY FOUR:



Re-read the class FOCUS QUESTION and review the data collected thus far.
Have the following materials available for each group: their gravel and diatomaceous
powder samples that they separated from water.
Today students will reexamine the physical properties of gravel and diatomaceous
powder and compare it with the gravel and diatomaceous powder before they were
mixed with water.
Teacher says: Today we are going to make the same observations about the properties of
gravel and diatomaceous powder that we made before they were mixed. We will write our
observations in a chart similar to the one that we made on the first day of this lesson.
DO NOT START ACTIVITY UNTIL THE CHART IS READY.
Once students have made their observations about the diatomaceous powder and gravel, they
may return their materials. They are done with the diatomaceous powder and gravel samples
and those can be disposed of.
CHART THREE
Properties of the Solids after being separated from Water
Substance
Gravel
diatomaceous powder
Color
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Shape
Texture
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DAY FIVE:
MAKING MEANING CONFERENCE (Teacher directed).
1) Share and display class findings.
Remember, this is the conferencing stage, students are not required to include this in their
notebooks. Have the class provide you with their findings. Create a chart on an overhead
or poster to make the claims and evidence (use template at the end of this lesson).
2) Looking for patterns from the data charts:
Guide students in writing CLAIMS from the evidence collected.
Teacher asks (See examples below for suggested answers):
 What claim can we make on the way gravel can be separated from water?
 What does the data tell us about how a powder can be separated from water?
 What claim can we make about what happens to the properties of a substance
when it is mixed in water?
Examples
CLAIMS
EVIDENCE
I claim that……
I know that…..
I claim this because……
I know this because…..
1. The gravel could be separated from
water with a filter.
The gravel had the same
physical properties before and after
mixing and separation from water.
2.The properties of matter are not
changed by mixing and separating.
The gravel had the same
color and shape before and after
mixing and separation from water.
Teacher decides to list as many claims needed for students to understand the process.
Once finished teacher says, “Based on our evidence let’s REVISIT THE GUIDING
QUESTIONS and discuss the answers.” Teacher then goes over the guiding questions
and makes sure students are able to respond to them.
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DAY SIX: FINISHING UP
CONCLUSION (record in notebooks)
Ask your students to write a 1-2 paragraph report or business letter to the Clearwater
Construction Company telling them how to solve the problem presented in the engaging
scenario. The students should include in their report or letter that they are not yet able to
solve the problem of how to separate salt from water and need another week to figure that
out.
Check and provide feedback
REFLECTION (record in notebooks)
Check and provide feedback
Students will revisit the “Big Idea” and their results. They write a new investigable question
I wonder if……. What about if………What would happen if………..
that is related to the topic covered and “big idea”.
Check and provide feedback
TESLA Mixtures and Solutions
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Lesson 1 - Making and Separating Mixtures
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ACHIEVED CURRICULUM
PROFICENCY FEEDBACK:
This guide is:
 to be posted on the board/butcher paper so students know what is expected
in their notebooks
 to be an evaluation tool for teachers as students work in their notebooks
 to be converted into questions as a student self assessment piece
Suggested PROFICIENCY FEEDBACK GUIDE
MIXTURES AND SOLUTIONS
LE3
S
T
Focus Questions
 the problem relates to scenario
Prediction
 shows the relationship between the substances and
process for separating the mixture.
 uses “because”
Data
 three charts, completed and with accurate notes
 drawings of mixtures, labeled
Claims & Evidence
 3 complete sentences showing
understanding of
content goals/guided questions
Conclusion
 Accurately described how to separate gravel and
diatomaceous powder from water.
 Included that they did not know yet how to separate
salt from water.
Reflection
 Record statement on how to separate salts from water.
TESLA Mixtures and Solutions
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Lesson 1 - Making and Separating Mixtures
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ENGAGING SCENARIO
The Clearwater Construction Company
has been doing a lot of work recently
around the valley. At one building site,
there is a mixture of gravel and
diatomaceous powder in water. They
would like to separate the gravel and
diatomaceous powder from the water so
they can use those materials for building
and other purposes. Unfortunately, they
are so busy that they do not have the time
to figure out the best method for removing
all of the gravel and diatomaceous powder
from the water. They have asked you to
figure out how to do it and prepare a
report for them. What is the problem that
you need to solve for the Clearwater
Construction Company?
TESLA Mixtures and Solutions
DRAFT 7/26/13
Lesson 1 - Making and Separating Mixtures
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CHART ONE
Characteristic Properties of the Materials Before
being Mixed
Substance
1 Gravel
Color
Shape
Texture
2 Diatomaceous
powder
3 25 ml of
water
TESLA Mixtures and Solutions
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Illustrations of the substances in water after they
are mixed.
1
Water + gravel
2
water+ diatomaceous
powder
CHART TWO
STRATEGY USED FOR SEPARATION
Solid
Substance
Screen
Filter
Paper
Other
Gravel
mixed into
water
Powder
mixed into
water
TESLA Mixtures and Solutions
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CHART THREE
Properties of the Solids after being separated from
Water
Substance
Gravel
Color
Shape
Texture
Diatomaceous
powder
TESLA Mixtures and Solutions
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