Mixtures Are Exciting!

Designed by: Ashley Norton      School: Rosewood

Grade Level: 5      Subject: Science

Core Curriculum Objective:  Physical Science  - Create and classify mixtures made of two or more substances (solid-solid, solid-liquid, and liquid-liquid). (IV-A-1-b)

Overview: Students will work together to create and classify mixtures made of two or more substances. Students will select substances provided by the teacher to combine and create a solid-solid mixture. Groups will provide assistance to each other as needed. Students will use an index card to record the substances used and the type of mixture created. Then, students will discuss which substances they used to create their mixtures. Next, students will use substances to create a solid-liquid mixture following the same procedures. Finally, the students will use substances to create a liquid-liquid mixture using the same procedures. The student groups will display their labeled mixtures in a designated place. The teacher will use the culminating assessment rubric provided in the lesson.

Focus Question: How can you create and classify mixtures made of two or more substances into solid-solid, solid-liquid and liquid-liquid?

Time Frame: One 60-minute class period

Resources: 
sand 
rocks 
various buttons 
water 
baby oil 
cooking oil 
soda 
large clear cups 
small cups 
chalkboard chalk 
spoons 
index cards 
pencils 
copies of the culminating assessment

Culminating Assessment:

Students will use the materials in the resources list to create one mixture each of solid-solid, solid-liquid, and liquid-liquid. The students will create the mixtures in the clear, plastic cups and will label them with index cards. The teacher will use the culminating assessment grading rubric to evaluate the activity.

Grading Rubric:

Name:___________________________________________________________ 

Date: ___________________________________________________________

*** Extra points can be given for students who create more than one example of the mixtures and/or for creativity or originality.

Instructional Activities:

NOTE: Before the activity, the teacher should place a small amount of rocks, sand, buttons, water, soda, and food coloring into separate small cups for each group . The teacher will introduce the activity through a discussion on mixtures with the students. The class should discuss the definition of a mixture (Definition: Mixture- A physical combination of two or more substances that are blended together without forming new substances. The students should not be forming a solution. Solution- A mixture of substances that are blended so completely that the mixture looks the same everywhere, even under a microscope. An example of a mixture would be dirt and buttons because you can separate the materials. Also, water and baby oil would be an example of a mixture because they can be separated. An example of a solution would be water and sugar because the substances dissolve into one another.) and should list examples on the chalkboard. Then, the teacher should distribute copies of the culminating assessment to each student. The teacher should explain the culminating assessment and the activity the students will complete. The teacher should make sure the students understand the expectations for the assignment. Students should choose a partner and sit together with other groups for collaboration during the lesson. Each group should receive rocks, sand, buttons, water, soda, food coloring, a clear plastic cup, a spoon, and index cards.

Students should be instructed to use two or more substances to create and classify one example of a solid-solid mixture. The students should communicate and collaborate the substances they want to use with the other groups and then create their mixture. The students should correctly label and classify the mixture using the index card. (For example, students could combine sand, buttons, and rocks to create and example of a solid-solid mixture. They would write the materials they used, sand, buttons, and rocks, and classify the mixture by writing solid-solid on the index card. They would place the completed index card with the correct mixture.) Then, the groups should discuss their solid-solid mixture with the class. The teacher should affirm the responses and assist groups that are having trouble.

Next, the student groups should create and classify one example of a solid-liquid mixture using two or more substances. (An example would be water and rocks because the substances can be separated.) Student groups should collaborate with each other in creating and classifying mixtures. The students should correctly label and classify the mixture using the index card. The teacher should monitor each group's progress and assist groups as necessary.

The students should discuss two or more substances they could combine to make one example of a liquid-liquid mixture with the other groups. (An example of a liquid-liquid mixture would be water and cooking oil. The reason for this is because the students can see the materials separating because they have different densities.) Collaboration with other groups should occur. The groups should provide assistance as needed to the other groups. The students should create and classify the mixture. Then students should correctly label and classify the mixture using the index card. The teacher should walk around and provide assistance and affirmation as needed to the groups.

When finished, students should display their results on a counter or other designated area. Students should walk around and observe each group's work. The teacher should evaluate the activity using the culminating assessment grading rubric.