Created by Samantha Sigmon
Campbell Court Elementary School
Grade Level/Subject/Topic: Fifth Grade/Science/Mixtures and Solutions Date: 9/30/08
Standards Addressed:
SOL 5.4
The student will investigate and understand that matter is anything that has mass, takes
up space, and occurs as a solid, liquid, or gas. Key concepts include
a) atoms, elements, molecules, and compounds;
b) mixtures including solutions; and
c) the effect of heat on the states of matter.
*This lesson only addresses part B of the SOL.
Pre-Assessment:
See attached pre-assessment
Defining the Learning Goals: What the student will:
Know (Facts/Vocabulary):
 A mixture is a combination of two or more substances that do not lose their
identifying characteristics when combined.
 A solution is a mixture in which one substance dissolves in another.
 Solute- substance that gets dissolved
 Solvent- water is a solvent, the liquid that helps dissolve
 To dissolve means to become weaker or cause to go into a solution.
Understand (Big Ideas):
 Many things that we use in our daily lives can be combined to create new
substances or are combinations of substances.
 These substances interact with each other, the environment, or are acted upon
and may cause change to the identifying characteristics of the original substance.
Do (Specific Skills student is able to do after the lesson):
 Define mixtures and solutions
 compare and contrast mixtures and solutions
 give examples of mixtures and solutions
Materials/Supplies:
SMARTboard
Index cards
Computer
Drawing and Art supplies
Procedures/Activities (Include Marazano's Strategies and Bloom's Taxonomy):
Marazano’s Strategies
__X__Identifying Similarities and Differences
_____ Summarizing and Note Taking
__X__Reinforcing Effort and Providing Recognition
_____Homework and Practice
__X_Nonlinguistic Representations
__X Cooperative Learning
__X_Setting Objectives and Providing Feedback
____ Generating and Testing Hypotheses
__X_Questions, Cues, and Advance Organizers
Bloom’s Taxonomy
__X__Remembering
__X__Understanding
__X__Applying
__X__Analyzing
_____ Evaluating
__X__Creating
Day 1: * Note: Prior to this lesson, students have been pre-assessed and it has been
determined that they need further instruction in understanding the differences between
mixtures and solutions. Whole group and small group instruction preceded this activity,
in which the students created a mixture of trail mix and a solution of Kool-Aid.
Students will complete one of four assignments, based on their learning style. Depending
on their learning style, students will be producing different end results, but with the same
goal: understanding the differences between mixtures and solutions and providing
examples of each.
ST (Mastery) Learners
Using Microsoft Word or chart paper students will give the definition of mixtures and
solutions and list at least 6 examples of each. Students will print their charts to be turned
in.
SF (Interpersonal) Learners
Students will work with a partner to make a sort on mixtures and solutions. They will
include the definitions and at least 6 examples of each. After they complete the sort, the
student will paste the cards on the paper provided.
NT (Understanding) Learners
Students will fill in a Venn Diagram to compare and contrast mixtures and solutions.
Under each section of the Venn Diagram, students will include at least 6 examples of
mixtures and solution and their definitions. Students will then print their assignment.
NF (Self-Expressive) Learners
Students will create a symbol to represent mixtures and solutions. Under each symbol
they will include the definition of each and illustrate at least 6 examples of mixtures and
solutions.
**Please see attached activity sheets for each learning style**
(If) Differentiated Instruction:
What?
content
process
product
How?
readiness
interest
learning profile
Why (What prompted you to differentiate in this way)? After the pre-assessment, there
were a large number of students who did not understand the differences between mixtures
and solutions. Therefore, for a better understanding, students will participate in a
learning styles lesson to give them more ownership of how they retain this information.
Anchor Activities:
Books on matter, which include mixtures and solutions.
Post-Assessment:
Students’ individual projects will be graded based on the rubric attached.
Closure:
The teacher will bring students together as a whole group and review the terms with the
class. The teacher will ask students to name a few examples of mixtures and solutions
and discuss how this relates to their own lives.
Teacher Reflection:
(What went well? What would you do differently? Why?)
Mixtures and Solutions Pre-Test
1. What are two or more substances called when they are combined and do not lose their
identifying characteristics?
2. How are a mixture and a solution different?
3. Milk and cereal is an example of ___________________________________.
4. Juan made a cake using eggs, flour, milk and sugar. The cake is an example
____________________________________________.
5. When two substances mixed together cannot be easily separated because one
substance has dissolved in the other, the mixture is a _____________________________.
Mixtures and Solutions Rubric
Student Name:
__________________
Date:_____________
Possible Point Value
Correct definition (in their
own words) of mixture
15
Correct definition (in their
own words) of solution
15
6 correct examples of
mixtures (5 points for each
example)
30
6 correct examples of
solutions (5 points for each
example)
30
Completed assignment on
time
10
Student’s Total Points
Earned
Points Received
ST (Mastery) Learners
Go to Microsoft Word on the computer. Open the Mixtures and Solutions Template file,
which looks like the diagram below. Underneath each heading provided, type the
definition of each word (in your own words) and list at least 6 examples of each. When
you have finished, print and turn in the assignment.
Mixtures
Solutions
Definition:
Definition:
Examples:
Examples:
1.
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SF (Interpersonal) Learners
Use the index cards provided to make a sort for mixtures and solutions. Use the headings
provided below as your “sorting card.” Two of the cards must have the definitions of
mixtures and solutions (in your own words). On the other cards, you need to list at least
6 examples of each to be sorted. When you have finished the cards, sort your cards, and
glue them to the paper below in the correct column and turn in.
Mixtures
Solutions
NT (Understanding) Learners
Using the Venn Diagram below compare and contrast mixtures and solutions. Make sure
to include the definition (in your own words) under each section and include at least 6
examples of mixtures and solutions. When you have finished, your Venn Diagram, print
and turn in the assignment.
Mixtures
Both
Solutions
NF (Self-Expressive) Learners
Under each heading below, create a symbol to help you remember the differences
between mixtures and solutions. Below the symbol, define the terms (in your own
words). Then, draw pictures of at least 6 examples of each in the boxes provided. Make
sure to write what the picture is beside of each example you choose to draw. If you
would like to add more examples, please do so on the back and turn in.
Mixtures
Solutions
Definition
_______________________________
Definition
_________________________________
_______________________________
_________________________________
_______________________________
_________________________________
Examples
Examples