Saldina Spahic
SCIENCE LESSON PLAN #1
TIME REQUIRED:
GRADE LEVEL:
30 - 40 Minutes
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SCIENCE TOPIC: Physical Science: Mixtures and Solutions (MS)
OUTCOME:
Investigate the properties and applications of solutions, including solubility and concentration. [SI, DM]
INDICATOR:
Provide examples of solid, liquid, and gaseous solutions and identify which substance is the solute and
which is the solvent in each solution.
OBJECTIVE:
The students will be able to identify the solute and solvent in a variety of solid, liquid, and gaseous
solutions.
WARM-UP:
Get students to divide into small groups. Each group will receive an envelope with two puzzles. Each
puzzle is a definition of the words Solute and Solvent - this is to get students introduced to two new words, in a fun and
innovative way.
Solute: the substance in a solution that is present in the lesser quantity. For example, in a solution of a
solid in a liquid, the solid is the solute.
Solvent: the substance in a solution that is present in the greater quantity. For example, in a solution of
salt in water, water is the solvent.
MATERIALS NEEDED:
Envelopes, Puzzle Pieces.
DEMONSTRATION:
Kool Aid - Mix Kool Aid in specified amount of water on package. Once the solution is
mixed, and the Kool Aid has dissolved in the water ask students which is the solute and which is the solvent, (the Solute
is the Kool Aid and the Solvent is the Water). Once the students have answered the question, ask them why they have
chosen the answer they have. Make sure all students understand that the Solute is always the substance that is dissolved
(smaller quantity), and the solvent is always the substance that is more dominant, (greater quantity).
*** Another demonstration which lets students dissolve sugar cubes in cold and hot water is attached. ***
MATERIALS NEEDED:
Kool Aid, Water, Beaker, Mixing Utensil.
ASSIGNMENT/ACTIVITY:
Attached.
ADAPTATIONS:
Instead of just handing out the worksheet and having students complete it - the teacher can create
six stations. Each station will contain a card with each solution; the students will go around in small groups and decide
on which the solvent is and which the solute is. Once the students have completed each station, the teacher will then hand
out the sheet with the background information on each solution. By teaching through stations the students can interact
with each other - the teacher will also have the opportunity to go around, and answer any questions that students may
have.
EVALUATION:
Exit Slip - Attached.
REFERENCES:
Gore, G., Grace, E., Lang, M., MacLean, W., and Winter, M. (1991). Science Directions 8. John
Wiley & Sons Canada Limited, Canada: Page 14, 15 .
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Saldina Spahic
DEMONSTRATION #2 (OPTIONAL)
SUPPLIES:




Sugar cubes
Cold water in a clear glass
Hot water in a clear glass (be careful with the hot water)
Spoon for stirring
INSTRUCTIONS:
1.
2.
3.
4.
Make sure the glasses have an equal amount of water.
Put a sugar cube into the cold water and stir with the spoon until the sugar disappears. Repeat this process
(remembering to count the amount of sugar cubes you put into the water) until the sugar stops dissolving, you
are at this point when sugar starts to gather on the bottom of the glass rather than dissolving.
Write down how many sugar cubes you could dissolve in the cold water.
Repeat the same process for the hot water, compare the number of sugar cubes dissolved in each liquid, which
dissolved more?
WHAT'S HAPPENING?
The cold water isn't able to dissolve as much sugar as the hot water, but why? Another name for the liquids inside the
cups is a 'solution', when this solution can no longer dissolve sugar it becomes a 'saturated solution', this means that sugar
starts forming on the bottom of the cup.
The reason the hot water dissolves more is because it has faster moving molecules which are spread further apart than the
molecules in the cold water. With bigger gaps between the molecules in the hot water, more sugar molecules can fit in
between.
RESOURCES:

http://www.sciencekids.co.nz/experiments/dissolvingsugar.html
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** Cut into puzzle pieces, and put into envelopes. Let students
put together to get the definition of 'Solute' and 'Solvent'. **
Solute:
The substance in a solution that is
present in the lesser quantity. For
example, in a solution of a solid in
a liquid, the solid is the solute.
Solvent:
the substance in a solution that is
present in the greater quantity.
For example, in a solution of salt
in water, water is the solvent.
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ALL KINDS OF SOLUTIONS
Solids, liquids, and gases can all form solutions. Did you know that soft drinks are solutions
of gas (as well as solids) in liquid? The solvent is water. Besides various flavorings, colorings, and
sugars, a gas -- carbon dioxide -- is also dissolved in the water. When you open a soft-drink bottle or
can, you can see bubbles of carbon dioxide separating from the solution. This gives the soft drink its
fizz.
In any solution, the substance that does the dissolving -- the solvent -- is always present in a
larger quantity than the solute. Clean air is a solution of about 80% nitrogen and 19% oxygen, along
with carbon dioxide and other gases. Nitrogen is considered to be the solvent because it makes up
the largest part of the mixture. Oxygen and other gases are the solutes.
Many of the metals we use most commonly are actually mixtures called alloys. To produce
an alloy, the metals are heated together until they melt and form a liquid solution. When the liquid is
cooled, it changes to a solid. Brass is an alloy made of copper with zinc dissolved in it. Adding zinc
makes the alloys stronger than cooper alone, and also makes it resistant to corrosion. Brass is used to
make ornamental objects such as door knockers, house numbers, and inexpensive gold-colored
jewelry.
Directions: Using the above information, as well as your general knowledge, complete the table by
naming the solute and the solvent for each solution. Try and think of any other solutions, and add
them to the list.
Solution
Solvent
Solute
Tea
Air
Ocean Water
Soft Drink
"Gold" Jewellery
Brass
Coffee and Cream
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EXIT SLIP
NAME: ___________________________
INSTRUCTIONS - Write the definition for each.
Solute:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
Solvent:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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