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7-2-13 - Pure Substances and Mixtures - Lesson

1. The document outlines a science lesson plan on pure substances and mixtures. 2. Students will conduct an experiment mixing guar gum, water, borax, and food coloring to create "ectoplasmic goo". 3. They will observe and record the results, identifying the mixture and its pure substance components. For homework, students must find examples of pure substances and mixtures from their own homes.

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Justin Kylo-Marc Manuben Orpia
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90 views2 pages

7-2-13 - Pure Substances and Mixtures - Lesson

1. The document outlines a science lesson plan on pure substances and mixtures. 2. Students will conduct an experiment mixing guar gum, water, borax, and food coloring to create "ectoplasmic goo". 3. They will observe and record the results, identifying the mixture and its pure substance components. For homework, students must find examples of pure substances and mixtures from their own homes.

Uploaded by

Justin Kylo-Marc Manuben Orpia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Planning Sheet for Single

Science Lesson

Lesson Title:

Learning Outcomes

Teacher Reminders

A. Scientific Inquiry

Experiential Phase
Teacher forms students into pairs for
the upcoming experiment.

Initiating, Researching & Planning


NA

Pure Substances versus Mixtures


a.k.a Ectoplasmic Goo

Implementing; Observing, Measuring


& Recording
Demonstrate work habits that ensure
personal safety and the safety of others
(keep an workspace uncluttered, put
equipment away after its use, handle
glassware with care).

Teacher distributes student materials for


the experiment.

Make observations regarding the


outcome of mixing substances.

Ask students to predict what will


happen when the guar gum is added to
the water. Then add the guar gum.

Analysing & Interpreting


Identify differences between substances
and mixtures.
Concluding & Applying
Draw a conclusion that explains
investigation results.
Reflect on prior knowledge and
experiences to construct new
understanding and apply this new
knowledge in other contexts.
B. STSE Issues/Design
Process/Decision
Making
Identify that there are pure substances
and mixtures.
Identify the product of our activity as
being a solution.

Robert Wiebe

Ask students to suggest safety rules


they think apply to this experiment.

Learners Tasks

Ask students to predict what happens


when they add the borax to the guar
gum and water. Have them add the
borax and food colouring and stir for a
bit.
Ask the students to record their
observations in their own words in their
science binder.
Give students Ziploc bags so they can
take their slime home. Let them know
you do not expect to see the slime
around the school.

Gear Required/Safety Issues


Required Materials

Students pair up and prepare their work


area for the experiment
Students organize materials in their
work areas.
Students suggest safety rules for the
experiment based on evidence

Teacher formalizes safety rules.

Ask the students to record their


observations in their own words in their
science binder.

Cluster: 2
Grade 7-2-13 & Part of 14

Students record prediction then add


guar gum to the water.
Students record their observations.

Borax detergent
Water
Guar gum
Green food colouring
Measuring cup
Glass beakers
Stir sticks
Measuring spoons (1/4 tsp,
1 tsp, 5 ml)
Ziploc bags
Science binders

Safety Considerations

Students record prediction then add


borax and food colouring to guar gum
and water and stir.

Students record their observations.

Students package slime to put in their


lockers.

Borax is a detergent and could


make you sick if swallowed.
Guar gum could make you sick if
swallowed.
The end product of our
experiment could make you sick
if swallowed.
DO NOT swallow anything used
or produced in class and DO
wash your hands before handling
food or putting your hands near
your mouth.
Be careful with the glass beakers
as they could break and cut you.

C. Essential Science
Knowledge Summary
1. A pure substance is made up of one
type of particle.
2. A mixture is made up of two or more
types of particles.
3. Our activity is an example of a
solution.

Psychological Phase
(with a bit of theory)
Ask the students to explain what
happened to the class using their own
words.
Give term mixture if not mentioned.
Ask the students about the stuff they
added together, could they think of a
name for that?
Supply term pure substance if this
drags out too long.
Role play
Ask 4 5 boys and 4 5 girls to come
to the front of the class and stand in
groups (by gender).

Questions to consider re:


planning/delivery
Students share their understandings
regarding what took place.

3.
Students record term mixture and
generate ideas for the names of the
items added to the mixture.
Students record term pure substance.

4 5 boys and 4 5 girls come to the


front of the class and stand in groups by
gender.

Explain that the boys represent one


pure substance males (wait for
laughter to fade), and girls represent a
different pure substance females.
Get boys and girls to mingle evenly
without touching.
Ask class what the combined groups
represent (tolerate some snide remarks).

Boys and girls mingle evenly.

Class should respond mixture.

Homework
Give students a few examples of pure
substances (salt, pepper) and mixtures
(kool-aid, gravy) found at home.
Ask students to find and record
examples of what they think are pure
substances and mixtures found at home.
These will be shared next class.

Robert Wiebe

1.
2.

Students find and record examples of


pure substances and mixtures found at
home to share next class.

4.
5.

How long will each phase take?


How am I going to organize the
working pairs?
How will I organize and
distribute equipment?
Am I giving clear instructions?
How will I connect the
experiment to the desired
outcome?

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