CAST’s UDL LESSON BUILDER
Lesson Overview
Title:
Solutions and Mixtures
Author:
Kristin Bryan
Subject:
Science
Grade Level(s):
5th grade
Duration:
3 – 4 class periods
Subject Area:
Physical Science
Unit Description:
The student will be able to identify, describe and
explain the differences between mixtures and
solutions.
Lesson Description for Day:
Engage: Student will begin the lesson with a drop and
drag activity using the SMART board as a pre
assessment of their knowledge of what is a mixture
and what is not a mixture. Adapt for visual and tactile
learners. eBook with audio can accommodate visually
impaired students.
Explore: Teacher demonstration will allow students to
become familiar with concepts and skills needed for
performing the lab. Student will conduct a lab
investigation to learn about matter and what occurs
when it is mixed with another substance. Adapt for
visual and tactile learners.
Explain: Students will create interactive vocabulary
cards to learn and review key vocabulary for mixtures
and solutions. Students can be paired for this activity
to accommodate students with reading diabilities.
CAST2006
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Elaborate: Students search the provided internet
resources for information on mixtures and solutions
and the differences between them. They will then
plan and implement and individualized presentation of
their choice that fits their learning style.
Evaluate: Students will play an interactive game that
can be played individually or as a class to review
mixtures and solution. Students can be groups to
support and scaffold students with disabilities.
State Standards:
5.5 Matter and energy. The student knows that
matter has measurable physical properties and those
properties determine how matter is classified, changes
and used. The student is expected to:
(C and D)
The student is expected to demonstrate that some
mixtures maintain physical properties of their
ingredients such as iron filings and sand AND identify
changes that can occur in the physical properties of
the ingredients of solutions such as dissolving salt in
water and adding lemon juice to water.
Goals
Unit Goals:
Identify the differences between a mixture and a
solution.
Lesson Goals:
The student will use a variety of media to make
connections and to identify the main ideas of the
lesson. The student will produce original work,
collaborate with others and share through the class
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blog information that they have acquired through
investigation.
Methods
Introduce and Model New
Knowledge:
Students will sort common items into categories of
either mixtures or solution through SMART board drop
and drag to introduce new concepts and assess prior
knowledge. Recognition Network and Affective
Network – engaging learners visually by tapping their
prior knowledge of common real world examples of
mixtures and solutions.
Students will observe a demonstration of mixtures and
solution presented by their teacher. Affective Network
– engaging students with exciting demonstrations to
make connections between concepts.
Students will then conduct their own investigation of
mixtures and solutions. Strategic Networks – allowing
students to experience concepts through hands on
investigation.
Provide Guided Practice:
Students will reinforce their knowledge of mixtures
and solutions by creating interactive vocabulary cards
to learn and review key terms and concepts. Strategic
Networks – incorporating visual images and text with
computer interaction.
Provide Independent Practice:
Students will research the provided internet sources
for information on mixtures and solutions. Recognition
CAST2006
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Network – finding information about concepts and
Strategic Networks – individual choose the product to
display knowledge and Affective Network – engaging
students with computer technology.
Students will then collaborate with their classmates
through the class blog to share information Strategic
Network – collaborating with students to present
projects.
Assessment
Formative/Ongoing
Assessment:
Drop and drag activity to assess prior knowledge.
Lab investigation to create connections to real world
examples.
Online vocabulary cards to learn and review key
terms.
Class blog to collaborate knowledge.
Summative/End Of Lesson
Assessment:
Students will play an interactive game to assess
knowledge of mixtures and solutions.
Students will also be tested through benchmark
testing and District Common Assessments.
CAST2006
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Materials
Websites
 SMART Board Notebook:
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/conte
nt/46/46f3b3e4-c0d0-4eb4-a1b83178831d8380/Science_Mixtures%20and%20Solutions%5B1%5D.notebook#
 Study Stack – interactive flash cards:
http://www.studystack.com/
 Separating Mixtures
http://www.youtube.com/watch?v=MQrfxLfyRQ8
Other Resources
 Sand, salt, water, filter paper, milk, vinegar, iron filings, lemon juice, pepper,
cool-aid drink mix, beakers, and stirring rod,
 Student computers
 SMART board
CAST2006
Adapted from http://lessonbuilder.cast.org
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