1. Lesson Plan Format:
Unit/Topic/Title: Mixing and Separating
Achievement Objectives:
Develop and carry out more complex investigations, including using models
Distinguish between pure substances and mixtures and between elements and
compounds
Key Competencies: Thinking; Using language, symbols and texts; Managing
self; Relating to others; Participating and contributing (highlight teaching focus).
Science Background Information: What science do I need to know?
Composition of air
78% nitrogen
21% oxygen
1% other gases
A karat is the mass of gold / mass of substance * 24
Density of air at sea level 1.225 kg/m3
Density of air atop Mount Everest 0.426 kg/m3
Specific Learning Outcomes:
By the end of the lesson, students
will be able to:
Distinguish between a mixture and a
pure substance and devise an
experiment to separate a mixture of
substances into pure substances
Achievement Criteria:
By the end of the lesson students
can:
Define the difference between a
mixture and a substance with
reasoning and design an experiment to
separate a salt, sand and iron filings
mixture
Assessment methods (your data gathering methods)
Listen to group discussions and walk around the classroom assessing the
methods for the experiment
Date:12/6/13 Class:9Sci Time 12:30 N/- students:30

2. Learning Activities (in sequence)
Time line
5
15
20
Introduction
Teacher Moves
Today we are learning: how
separate substances in a
mixture by designing an
experiment
We know we have learnt if: we
can design an experiment to
separate salt, sand and iron
filings.
Put up power point where the
students must decide whether
the shown substance is a
mixture or a pure substance.
Substances include alcohol, a
gold ring and clean air
MIXING AND
SEPARATING.pptx
Bring up the slide of air and ask
whether this is a mixture or
pure substance. Ask for
students opinions and if it is a
mixture, what is in air. Record
their answers on the board and
on a scale of 0% to 100%, get
the students estimate the
composition as a class so it can
be compared to the actual
composition.
Atop Mount Everest, the air is
almost three times thinner,
therefore only one third of the
oxygen
After the class estimates the
composition of air, let the class
know the makeup of air and get
the class to fill out page 28 in
Student Moves
Amongst their groups, the
students discuss whether they
think it is a mixture or pure
substance and then they share
with the class
Students discuss amongst their
groups whether air is a mixture
or substance and then if they
guess substance, try and
determine the composition of air.
Students try and explain why
there is less oxygen atop mount
Everst using they learnt in the
particle nature of matter. The
answer should be that there is
the same amount of oxygen in
the air but because the air is
less dense, each breath brings
in less air particles therefore
there is less oxygen uptake.

3. the SciPad, air composition pie
graph
Main Activities (attach notes, Power Points, developed resources)
Time Line
25
30
Teacher Moves
Filtration
Ask the students to define what
filtration is and get them to fill
out page 28 in the SciPad
Give the scenario for the
experiment which is to
separate iron filings, sand and
salt. The students are given the
aim but must come up with the
method and equipment used.
Discuss safety considerations
Walk around the class and help
students develop a method.
Don’t give the method but give
them simple hints such as iron
filings being a metal and salt
being soluble.
Student moves
Students discuss in their groups
what filtration is and then
discuss the question on page
28 as a group
Students brainstorm ideas on
how these substances can be
separated. Once they have
method, they must write this
method and write the equipment
which is required
Closure/Finishing (Revisit learning intentions and success criteria; strategies to wrap up,
reflect on learning,)
Timeline
50
Teacher Moves
At the end of the lesson,
further prompt groups who
have no idea how to undertake
this experiment. Check that
methods are complete and
required equipment is listed.
Student Moves
If already haven’t done so, the
students write their method in
preparation for the next lesson
Materials / Resources / Equipment required
Projector
Safety considerations

4. Reflection
Evaluation of student learning
(How well the students met the achievement criteria with examples/data/evidence to support and
justify your judgments)
I am happy with student learning this lesson. Referring back to the achievement criteria of “we
know we have learnt if: we can design an experiment to separate salt, sand and iron filings”, six
out of the seven groups could design the experiment. One group required and explanation of the
process but after the process was explained, I asked them to describe why this would work, the
group could successfully explain the processes. The students were also very attentive during the
mixture or non mixture starter. I got each group to have a brief discussion and then share with the
class. Some of the answers were very good and showed good understanding so I am happy with
the student learning throughout.
Strengths and Weakness of Lesson Plan
(Comment on aspects of the lesson plan such as the appropriateness of the level; usefulness of
the achievement criteria; any modifications required etc)
A strength of this lesson plan was having the students design their own experiment. This required
thinking from the students and many groups initially struggled but in the end six out of the seven
groups could design their own experiments and one group needed my guidance. The students
enjoyed this challenge and responsibility of designing their own experiment and this is something
I will attempt to do more of in the future. During the starter, lots of conversation arose over the
mixture or non mixture question, indicating interest and curiosity. The questions were designed to
generate conversation and interest in science I believe this was achieved. I am beginning to
develop my questioning so that conversation arises and the answer is not simple and straight
forward. A weakness may be that the learning achievement criterion was a little hard to define for
this lesson due to the experiment being prepared for the next lesson.
Evaluation of your Teaching
(Comment on: your ability to scaffold student’s learning in terms of your science knowledge, the
effectiveness of your various teaching skills and strategies including questioning, formative
assessment etc; your behavior management skills; and areas you need to improve and how you
can achieve this.
I am happy with my teaching this lesson. I feel I captured the interest of the students and
engaged the students in thinking activities. I asked questions that lead to discussions amongst
the students and this is something I will further try and develop because I think this is a very
effective teaching strategy. The students were mainly assessed through one on one interaction
with the students. By assessing the students one on one I can understand their thinking
processes and therefore make a better evaluation of student learning. This is something I am big
on and will continue doing throughout future lessons.