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Lesson - Plan Mixture

This chemistry lesson plan introduces mixtures and separation to 10th grade students. It uses a 5E model with activities to engage students, allow exploration of concepts, provide explanations, encourage elaboration and discussion, and include an evaluation. The lesson defines pure substances and mixtures, distinguishes solutions, suspensions and colloids, and identifies types of solutions. Students classify mixtures, discuss separation techniques, and summarize what they've learned about solutions and factors affecting solubility through a Mix-O activity.

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jules blanco
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© © All Rights Reserved
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Download as DOC, PDF, TXT or read online on Scribd
886 views

Lesson - Plan Mixture

This chemistry lesson plan introduces mixtures and separation to 10th grade students. It uses a 5E model with activities to engage students, allow exploration of concepts, provide explanations, encourage elaboration and discussion, and include an evaluation. The lesson defines pure substances and mixtures, distinguishes solutions, suspensions and colloids, and identifies types of solutions. Students classify mixtures, discuss separation techniques, and summarize what they've learned about solutions and factors affecting solubility through a Mix-O activity.

Uploaded by

jules blanco
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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5E Lesson Plan

Teacher: Julian Gavin


Date: week 2 Grade 10
Subject: Chemistry

Description:

This is an introductory lesson on mixtures and separation. It will provide a foundation for an in depth look at
solutions and separation of mixtures which will be discussed in the following lessons.

General Objectives

 Be aware that matter is made up of particles;

Specific objective(s):

By the end of the lesson students should be able to

 Distinguish between pure substances and mixtures;


 distinguish among solutions, suspensions and colloids;
 identify different types of solutions
Differentiation strategies to meet diverse learner needs:

ENGAGEMENT

1) Jot-Pair-Share: Mixtures (10 minutes)


Students will be given two minutes to write down everything that they know about mixtures. After the
allotted time, they will share their responses with a partner, then with the whole class. This brainstorming
activity will help the teacher to assess students’ prior knowledge and will lead into a discussion on mixtures
and solutions.

EXPLORATION

A concept map (see below) will be written on the board to help students see how the lesson is related to states of
matter
1) Interactive Discussion (Mixtures, Solutions, and Pure Substances) (15 minutes)
Using the PowerPoint provided (see attached) the teacher will lead an interactive discussion on mixtures and
solutions. An introduction to a variety of solid-solid, liquid-liquid, and solid-liquid mixtures will be provided
and a distinction between heterogeneous and homogeneous mixtures (solutions) will be made.

The classification of matter into mixtures and substances will then lead to a discussion on pure substances,
and several real examples of mixtures, solutions, and pure substances will be introduced. Students will be
expected to participate and take notes during the discussion.
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5E Lesson Plan

EXPLANATION.

2) – Mixtures (15 minutes)


Using the handout provided (see Appendix A), students will classify mixtures as either homogeneous
or heterogeneous, and will state whether or not a substance is pure.

ELABORATION
Discussion (10 minutes)
Students will share their list of items with the class and explain why certain items were classified as
homogeneous, heterogeneous, or pure substances. This gives the teacher an opportunity to check for
understanding of the material.

EVALUATION
Exit Slips (5 minutes)
See assessment.

Assessment: With the time remaining, students will complete an exit slip to assess what they have learned.
For a sample exit slip and response.

The discussion will be used to re-emphasize the important points of the lesson (ie. mixture vs. substance,
heterogeneous vs. homogeneous) and to answer any questions that arise.

Lesson 2: An In Depth Look at Solutions

Lesson 3: Separating Mixtures and Solutions

Description: This lesson will be used to introduce a variety of techniques for separating mixtures. The class
will begin with a brief review of the concept mapping activity completed in the previous lesson (what do we
separate, why do we separate, how do we separate?).

The students will then be given a variety of mixtures to explore, and will design an experiment to separate each
mixture. Following this activity, students will share their ideas with the class, and each of the techniques will be
categorized as
 Magnetic separation
 filtration,
 evaporation,
Learning Objectives: After participating in this lesson, students will be able to:
1) Identify and separate the components of various mixtures by making use of their physical and chemical
properties.
2) Name and explain three common separation techniques, giving real world examples of how they could
be used.
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5E Lesson Plan

Materials Needed:
Experiment handout (see Appendix A), salt, water, sand, iron shavings, small and large rocks,

Activities: The class will begin with a recap of the previous 2 classes. Students will remind themselves of how
mixtures and solutions are defined and how they can be classified as either heterogeneous or homogeneous. The
topic of separation will then be introduced, and students will be given an opportunity to brainstorm their ideas
before conducting an inquiry based experiment.

1) Separating Mixtures Exploration (35 minutes)


Before the common techniques for separating mixtures are introduced, students will be given an
opportunity to explore the mixture (Sand, salt, iron filling) and make educated guesses on how they
could be separated based on the differing physical and chemical properties of their individual
components.

Each student will record their work on the exploration handout provided in Appendix.
The mixtures will be salt water (evaporation), small rocks and big rocks (mechanical
separation/filtration), muddy water (filtration), sand and iron filings (magnetic separation).

2) During the experiment, students will record their observations.


They will be expected to describe a mixture as either heterogeneous or homogeneous, and will identify physical
and chemical components of the mixture that will help lead them to possible separation techniques.

They will then describe an experimental procedure that could be used to separate the mixture into its individual
components and will list the materials necessary to conduct this experiment.

3) Class Discussion: Separating Mixtures and Solutions (10 minutes)


Immediately following the experiment, students will participate in a whole class discussion on the separation
techniques they came up with (see wrap up/reflection)

Learning Objectives: After participating in this lesson, students will be able to:
1) Identify solutes and solvents in several common solutions.
2) Describe how temperature can affect solubility using a specific example.

Describe the characteristics of solutions, using the particle model of matter and the terms solute, solvent,
dissolving, and soluble; 307-5: Describe qualitatively the factors that affect solubility (ie. temperature,).
Materials Needed: chart paper, water, sugar, plastic cups, vegetable oil, Kraft dinner, hot plate, milk, Mix-O
cards
Activities:

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5E Lesson Plan

1) Chalk Talk: Solutions, Solvent-Solute Interactions, and Solubility (10 minutes)


This class should begin with a recap of what a homogeneous mixture or solution is. Students will likely
remember that a homogeneous mixture is one in which the components are of the same phase. They
should be able to give an example (such as salt water, sugar water, juice). Students should then be asked
how a solution can be made. If they simply answer, by mixing two things together, try mixing oil and
water together in front of the class and show them that it does not form a solution. They may describe
one substance as “dissolving” another, this is a key term to the study of solubility. The following terms
should then be explained: The ability of a substance to dissolve in another is referred to as solubility.
The substance being dissolved is referred to as the solute, and the substance doing the dissolving is
called the solvent. The mixture of a solute and a solvent forms a solution. Students should then be asked
what affects solubility. To illustrate this question, try adding a large amount of sugar to a glass of water.
Show the students that the sugar becomes increasingly difficult to dissolve as you add more of it to the
water. Ask them how you could make the sugar dissolve more easily. Their first suggestion will likely
be to add more water, which is not incorrect, but you are looking for a way to increase solubility without
adding more water or removing some sugar. Students may also suggest stirring the mixture which
promotes molecular motion and adds energy to the system. If we stir the solution fast enough the effect
is similar to heating it. Heating it would be much faster though. The temperature dependence of
solubility could also be illustrated by making a pot of Kraft Dinner. If the cheese powder is added to
cold noodles and milk it will take a really long time to dissolve, but if some heat is added to the system,
it dissolves much faster. (The key points of this discussion, including the underlined terms, will be
written on the board as the discussion progresses and students will be expected to take notes.)

2) MIX-O Summarizing Activity (15 minutes)

A lot of material has been covered over the past two lessons, and this activity will allow students to summarize
what they have learned so far. Each student will be given a blank MIX-O grid (like a Bingo card). In each
square tile, they will put one vocabulary word related to the mixtures and solutions unit (ex. solubility, solute,
solvent, dissolve, mixture, solution, homogeneous, heterogeneous, pure substance, solid-solid mixture

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5E Lesson Plan

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