4th cscope sci_mixtures_and_solutions

5th Grade
Science
Unit: 01
Lesson: 2
Duration: 8 days
Mixtures and Solutions
TEKS:
5.7 The student knows that matter has physical properties.
5.7B Demonstrate that some mixtures maintain the physical properties of their
ingredients
5.7C Identify changes that can occur in the physical properties of the ingredients
of solutions such as dissolving sugar in water.
5.7A Classify matter based on its physical properties including magnetism,
physical state, and the ability to conduct or insulate heat, electricity, and
sound.
5.1 The student conducts field and laboratory investigations following home and
school safety procedures and environmentally appropriate and ethical
practices.
5.1A Demonstrate safe practices during field and laboratory investigations

5.2 The student uses scientific methods during field and laboratory
investigations.
5.2A Plan and implement descriptive and simple experimental investigations
including asking well-defined questions, formulating hypothesis, and
selecting and using equipment and technology
5.2B Collect information by observing and measuring

5.2C Analyze and interpret information to construct reasonable explanations from
direct and indirect evidence
5.2D Communicate valid conclusions

5.2E Construct simple graphs, tables, maps and charts using tools including
computer to organize, examine and evaluate information.
5.3 The student uses critical thinking and scientific problem solving to make
informed decisions.
5.3A Analyze, review, and critique scientific explanations, including hypothesis
and theories, as to their strengths and weaknesses using scientific evidence
and information
5.3C Represent the natural world using models and identify their limitations

5.4 The student knows how to use a variety of tools and methods to conduct
science inquiry.
5.4A Collect and analyze information using tools including calculators,
microscopes, cameras, sound recorders, computers, hand lenses, rulers,
thermometers, compasses, balances, hotplates, meter sticks, timing devices,
magnets, collecting nets, and safety goggles

© 2007, TESCCC page 1 of 32

Subject/Grade Level or Course
Unit: 1 Lesson: 2

GETTING READY FOR INSTRUCTION
Performance Indicator(s):

In a graph organizer, explain how you classified the properties of substances
before and after mixing. In a short summary, evaluate and explain what
influence the properties of substances had on each after mixing.

Key Understandings and Guiding Questions:
Changes made to substances may affect their properties.
— Describe the advantages and disadvantages of causing a substance to
change?
— What properties help you to separate different substances in a mixture?
Actions over time can create measurable change
— How does mixing affect the dissolving of ingredients?
— Why does dissolving take time to be noticeable?

Vocabulary of Instruction:
mixture magnetism ingredient
matter ingredient dissolve
physical properties substance heat resistant
physical state solution

Materials/Resources:
Paper to create Strainers Italian salad
student journal Plates dressing
(opt) Hand lenses Cup of pepper and
Mixture 1 in baggies Magnets water
with as many items 3 bowls (per group) Chocolate chip
from the following: 1 larger bowl (1 per cookie
paper clips, tile, group) Soft drink
staples, cubes, Pebbles Bottle of lemonade,
cereal, beans, Water Cup or bottle of tea
thumb tacks, Mulch (or wood Cup of chicken
pennies, and plastic chips) noodle soup, chunky
beads Craft sticks applesauce
Baggies of sand and Bottle of salt water Cup or bottle of
gravel (1 per group) Bottle of kool-aid coffee
Tweezers Dirt

©2007, TESCCC

Unit: 1 Lesson: 2

8 small clear plastic Two plastic clear 3 small clear plastic
cups (per group) cups (per group) cups (per group)
Water Sugar cube (per 3 sugar cubs (per
Vinegar group) group)
Graduated cylinder Granulated sugar Timer
Masking tape (per group) Hot water
Metric measuring Two stopwatches Cold water
spoon (per group) Water at room
Sugar Graduated cylinder, temperature
Small rocks or (per group) Calculator
pebbles Masking tape Poster board
Sand Triple beam balance Construction paper
Salt Distilled water Sweeten iced tea
Oil Hot plate Goggles
Beaker

Advance Preparation:

1. Set up a computer projector and computer to present Mixtures Power Point
2. Make baggies (Mixture 1) for the groups in explore activity, before the classroom
starts and remember to place as many items from the following: paper clips, tile,
staples, cubes, cereal, beans, thumb tacks, pennies, and plastic beads into the
baggies.
3. Make baggies (Mixture 2) for the groups of sand and gravel, for explore activity,
before the classroom starts.
4. Get the mulch in advanced and if it has other material such as soil, clean it up and
only provide the mulch (Wood) for the students.
5. For Engage activity, have an overhead projector and Power point Examples and Non-
Examples. Before the students come into the classroom, randomly place all the
materials on top of students’ desks.
6. Handout: Separating Mixtures (One per student)
7. Handout: Created Mixtures (One per student)
8. Handout: Story Writing: Mixtures Rubric (One per teacher)
9. Handout: Example and Non-Example Handout (One per student)
10. Handout: Solutions in a Cup Handout (One per student)
11. Handout: Dissolving Sugar Handout (One per student)
12. Handout: Mini-board Picture (One per group)
13. Handout: Exploring Mixtures Handout (One per student)
14. Handout: Tea Party Handout (One per student)

Background Information:
A mixture consists of two or more substances that do not react chemically. One of
the most important concepts to relay about mixtures is that simple mixtures can
be separated by mechanical means. The ingredients in mixtures do not form new

©2007, TESCCC

Unit: 1 Lesson: 2

physical properties. Instead, the ingredients of a mixture retain their original
properties. Mixtures can be separated by physical means such as manual
separation, by weight, use of magnets, filtering, and evaporation. Solutions are
mixtures that are the result of a solute dissolving in a solvent. The solute is the
substance that is dissolved in another substance. Solutes can be solids, liquids,
and gases. The solvent is the substance that dissolves another substance. Water is
commonly used as a solvent. It is important for the student to learn what
substance is being dissolved and what substance is doing the dissolving.

INSTRUCTIONAL PROCEDURES Notes for Teacher
ENGAGE Approximate time: Period
1. Say, “We have been talking about matter and its Materials Needed:
physical properties. What helps us distinguish
the physical properties of matter?” Allow
students to respond. Some student responses
might be: Tools help us measure different Power point Mixtures
observable properties, characteristics help us
observe properties, and our five senses can help us Teacher Note:
observe properties. Allow the students to
2. Say, “The use of our five senses helps us identify understand mixtures first
an object. We can identify a certain type of matter before you introduce them to
by observing with our eyes, touching, hearing, solutions. Let the students
smelling (waft), and tasting when instructed by the learn about plain mixtures
teacher. Other ways to identify matter is by before you introduce
measuring.” solutions.
3. Open the power point on mixtures and go to the
first slide. Ask, “Look at the picture and just by
observing the unique properties of each
substance, can you tell me what is there?” Teacher Note/TAKS
Allow the students to respond. “What unique Strategy:
properties of each substance allow you to say It’s Important for the
that there is kiwi, strawberry, grape, etc.? Is students to know that when
there more than one substance in this we observe we can do it by
picture? What is the difference between this using our five senses and
fruit salad and a normal fruit?” Allow the measuring. Questions on the
students to conclude that there is more that one TAKS test have been related
substance in the fruit salad. to the five senses.
4. Go through the next slides and ask them if there is
more than one substance on the following pictures.
Remind the students to look for the unique
properties of substances so that it can help them
distinguish the different substance that are in each


Unit: 1 Lesson: 2

picture.
5. Ask:
Was there more than one substance on each
picture?
Can we separate these substances?
What can we name it when there are two or
more types of matter that are mixed together,
but can still be separated?”
6. Tell the students that when two or more
substances are combined together and can be
separated, is called a mixture.
7. Allow the students to place what they learned in
their journals.

EXPLORE Approximate time: Period
Mixture 1
1. Address safety guidelines provided under
Instructional Procedure above.
Materials Needed:
2. Divide class into groups and assign roles as
Mixture 1
needed.
Handout Separating
3. Teacher distributes baggies with Mixture 1 to
Mixtures
groups.
paper to create student
4. Students write prediction of what substances will
journal
be magnetic.
hand lens
5. Keeping the mixture in the bag, students use a
Mixture 1 in baggies with
hand lens to study what substances may be in the
as many items from the
bag and illustrate observation in Separating
following: paper clips,
Mixtures Handout or student created journal.
tile, staples, cubes,
6. Students run a magnet along the outside of the
cereal, beans, thumb
bag, make observations and record in Separating
tacks, pennies, and
Mixtures Handout or student journal.
plastic beads
7. Students record what substances made up Mixture
1 and record in Separating Mixtures handout and
student journal.


Unit: 1 Lesson: 2


EXPLAIN Approximate time: Period
1. Ask:
Were you able to separate this mixture?
What other way could we had separated
this mixture?
What substances did you find to be
magnetic? These substances represent
what state of matter? (ex: solid being
mixed with solid)
What unique properties do these
substances exhibit that helped you to
come out with this conclusion?
Where your predictions correct?”
2. Allow the students to answer their questions and
write them down in their journals.

Mixture 2
1. Address safety guidelines
provided under Instructional Procedure.
Materials Needed:
2. Each student should be wearing goggles.
Mixture 2
3. Teacher distributes baggies of sand and gravel.
Handout: Separating
4. Teacher challenges students to separate the sand
Mixtures
from the gravel in a quick and efficient way.
baggies of sand and
5. Review the tools available (tweezers, strainers,
gravel (1 per group)
plates, hand lenses, magnets) and groups will
tweezers
decide what they need and record in Separating


Unit: 1 Lesson: 2

Mixtures Handout. strainers
6. Students record their plan of action to separate the plates
sand and gravel in Separating Mixtures Handout. hand lenses
7. Before starting, students should get prior approval magnets
from teacher. goggles
8. Students begin separating the sand and the gravel
and raise their hands as soon as they have
completed task.
1. Ask students to present some ways of how their
group separated the mixture.
2. Ask:
In what other manner could we had separated
this mixture?
What were the two solids that were mixed
together?
Did the sand and gravel loose their physical
properties when they were mixed together?
Did they loose their physical properties when
they were separated?”
3. Inform the students that by observing the
properties of the substances they were able to
separate the mixture.
4. Allow the student to write their responses on their
journals.

Mixture 3
1. Review with the students about mixtures and what
they learned the day before.
Materials Needed:
2. Address safety guidelines provided under
Mixture 3
Instructional Procedure.
Handout: Separating
3. Divide class into prior groups and assign group
Mixtures
roles as needed.
3 bowls (per group)
4. Give each group the materials that they will need,
1 larger bowl (1 per
including the three bowls of substances. Each
group)
group should get a bowl of pebbles, water, and
pebbles
mulch (or wood chips).
water
5. On Separating Mixtures Handout predict which of
mulch (or wood chips)
the following items will float and draw an
craft stick


Unit: 1 Lesson: 2

illustration. tweezers
6. Pour the material from the three bowls into the strainers
larger bowl and stir them with the craft stick. plates
7. Allow some time for substances to settle. hand lenses
8. Say, “Use the tools to separate the mixture.” magnets
9. Allow the students to choose their tools to separate
their mixture. They are to place the substances
back to their original bowls.
10. Allow the students to complete their results from
Separating Mixtures Handout or to write their
results into their journals.

11. Ask: TAKS Strategy:
Were your predictions correct? You may want to allow the
The three substances represented what states students to write a T-Chart
of matter? on their journals so that they
Did they loose their physical properties when can write the attributes of
they were combined together? mixtures under the word
What is one physical property observed when Mixture. Ex.
wood was mixed together with water?
12. Allow the students to complete their results in Mixtures
Separating Mixtures Handout and write their
responses in their journals.
-When two or more
types of matter are
mixed together and
can still be
separated
13. Say, “The mixtures that we worked on are simple -Do not mix evenly
Ex.
examples of mixtures. Remember that mixtures -Water and Wood
-Sand and Water
occur when two or more types of matter are mixed -Iron Filings and
Sand
together but can still be separated.” -Pepper and Salt

14. Instruct the students to go to their homes and
create a mixture for homework. Students should
seek parent permission for this project. Students
should bring their mixture the next class day. Solutions will be added on
15. They may place not more than three substances in the right side of the chart
their mixture and it should be placed in a plastic during the next lesson.
sandwich bag or a small jar.
16. Remind the students what the attributes are that
make a simple or plain mixture.


Unit: 1 Lesson: 2


1. Have each student take out the mixture they
created for homework.
Materials Needed:
2. Put the students into groups. Each student will Handout: Created
display their mixture to the group. Other Mixture
members of the group will have to observe the craft sticks
mixture and look for the physical properties of the tweezers
items that are joined together. The students will strainers
decide which tools would be the best choice to plates
separate the mixture. hand lenses
3. Allow the students to write down their predictions magnets
of what tools they would use on the Created
Mixture Handout. Teacher Note: If a student
4. Once the students are done observing and writing brings a solution, mention
their predictions of tool selection for all four that this is also a mixture but
mixtures, ask the students to choose one of the that it will be covered later
four mixtures. on in the lesson.
5. Their job will be to separate the mixture using the
tools that they planned to use.
6. Students will need to get teacher approval before
they begin their task.
7. Allow the students to discuss their work and write
summary about mixtures in Created Mixture
Handout and in their journals.

Make sure to have as many
tools as possible for the
students. If there is a tool
that is missing, the students
will have to improvise with


Unit: 1 Lesson: 2

the tools that are available
and use something else.
1. The students will choose a mixture from their list in
the Created Mixture Handout. They will create
and illustrate a short story explaining the following Handout: Story Writing
information: states of matter, physical properties, Mixtures Rubric
changes that the mixture went/did not go through,
and separation techniques.
2. Use the Story Writing Mixtures Rubric Handout to
check for understanding.

ENGAGE Approximate time: Period

1. Before the students come into the classroom,
randomly place all the materials on top of Materials Needed:
students’ desks. Handout: Example and
2. Review with the students what mixtures are and Non-Example
how a mixture is made when two or more types mixtures and solutions
of matter are mixed together, but can still be power point
separated. bottle of salt water
3. Pass out Example or Non-Example Handout bottle of kool-aid
and explain to the students that they will use italian salad dressing
this graphic organizer in this activity. cup of pepper and water
4. Say, “I am thinking about a special kind of chocolate chip cookie
mixture. Please listen to the clues and soft drink
determine the type of special mixture I have in bottle of lemonade
mind.” cup or bottle of tea
5. Open up the Mixtures and Solutions power cup of chicken noodle
point. soup
6. Say, “Let’s look at the following items. Enter chunky applesauce
each item as an Example or a Non-Example of cup or bottle of coffee
the special type of mixture on your graphic


Unit: 1 Lesson: 2

organizer.” dirt
7. Display the first slide which has a picture of salt
water and Kool-aid as examples of the special
type of mixture.
8. Say, “Write down salt water and Kool-aid on the
example column on your paper. These two are Mixtures and Solutions
examples of the special type of mixture. If you power point
have a bottle of Kool-aid or salt water, please
bring it to the front of the class.” Allow the Teacher Note:
students who have the samples to display them Use of real objects that
to the rest of the class. Once they display the represent other objects helps
samples of kool-aid and salt water, instruct the the ELL/LEP student make
students to leave them in front of the classroom connections in language.
so that everyone can see. Allow the students
some time to write down their examples on the
graphic organizer.
9. Go to the next slide and say, “Write down Italian
salad dressing and pepper with water in the
non-example column. These two are non-
examples of the special type of mixture.”
10. The students who have these samples should
bring them to the front and display for the rest
of the classroom. Allow them some time to
write it in their graphic organizer, Examples or
Non-Examples Handout.
11. Go to the next slide. Say, “I will give you some
more samples and you have to determine if
they are examples or non-examples of the
special type of mixture. As we do this activity,
write down some ideas and properties that you
think might help you determine the special type Teacher Note:
of mixture.” Make sure you pass out the
12. Continue with the power point, with each slide items before the activity. Do
ask the students to determine if the substance not mention that you will be
is an example of the special mixture or a non reviewing solutions yet.
example.
13. Encourage the students to write some of the TAKS Review
ideas and properties of the samples that might While you review with the
help them determine the special type of students about mixtures you
mixture. might want show them this
14. Complete the power point and then show them T-Chart that you previously
the results. Allow them to check their work and used to review. Ask the
correct their work. students to retrieve it from
15. Once they correct their work, allow them to their journals if appropriate.


Unit: 1 Lesson: 2

have an open discussion about what items were
examples or non-examples. Mixtures
16. Ask:
What are the similarities in appearance of -When two or more
the examples? types of matter are
mixed together and
What do these examples have in common? can still be
separated
Is it possible to tell the difference between -Do not mix evenly
the examples and non-examples based on Ex.
-Water and Wood
appearance? -Sand and Water
-Iron Filings and
What are some of the ideas and physical Sand
-Pepper and Salt
properties that allow you to distinguish the
difference between them?”
17. Guide the students to the idea that the
Examples and Non-Examples may be
distinguished on the basis of the uniform or
non-uniform appearance or other properties of
the special type of mixture.
18. Say, “The properties of the hot tea, and the salt
water are that they seem to be uniform or
evenly mixed. Can you see the salt? Can Teacher Note:
you see the powered tea?” Some students might still
19. Say, “Which of the items are non-uniform have problems
or not evenly mixed?” Direct the students to understanding or grasping
conclude that the non-examples are non- the attributes of solutions
uniform and are not evenly mixed. and might still not fully
20. Say, “We call the Non-Examples just simple or understand the difference
plain mixtures. We learned about simple between mixtures and
mixtures previously in this lesson. The special solutions. This is only an
type of mixture is called a solution. Solutions introduction to the lesson
are mixtures in which different kinds of matter and the students will get
are spread out evenly.” more examples and
21. Allow the students to write this information on explanation on the concept
their journals. during this lesson.

1. Review/recap Day One activities and vocabulary.
2. Ask “What are some substances that will
not dissolve in water? What are some
Materials Needed:
substances that do dissolve in water?”
Handout Solutions in a
Cup
3. Address safety guidelines.
Two plastic clear cups


Unit: 1 Lesson: 2

4. Divide class into small groups. (per group)
5. Teacher distributes two cups, a sugar cube, sugar cube (per group)
some granulated sugar, two stopwatches, and granulated sugar (per
graduated cylinder to materials manager and group)
Solutions in a Cup Handout (per student). two stopwatches (per
6. Teacher reviews procedure and facilitates by group)
rotating among groups. graduated cylinder (per
7. Students label one cup as sugar cube and the group)
other as granulated sugar. masking tape
8. Students record the mass of the sugar cube triple beam balance
using a triple-beam balance in Solutions in a distilled water
Cup Handout.
9. Students use the triple-beam balance to obtain
about the same mass as the sugar cube for the
granulated sugar and record in Solutions in a
Cup Handout.
10. Students write a hypothesis about what will
happen in each cup in Solutions in a Cup
Handout.
11. Students pour about 100 ml of distilled water
into each cup.
12. Students use both stopwatches to begin keeping
time as soon as the sugar cube and granulated
sugar are dropped into the appropriate cups (at
the same time).
13. Students observe what happens to the sugar
cube and granulated sugar over time.
14. Student stops each stopwatch when all of the
sugar is dissolved in each cup.
TAKS Strategy:
15. Students record how long it took for the sugar
Make sure to encourage the
cube and granulated sugar to completely
students to observe what
dissolve in Solutions in a Cup Handout.
Variable is being
16. Allow the students to create a graph of their
manipulated. Here the
results on their journals.
Variable would be Type of
Surface Area


Unit: 1 Lesson: 2

Variable Result

What ever is being Result is the
manipulated, outcome of the
changed, different experiment

Variable will always
start with:
Different Type of
Different Amount of
Different Size of

When you write the Problem, you use
the Variable + Result = Problem

Example:
Variable =Type of Surface
Area
Result = Dissolve the fastest
(Rate of dissolving).

Problem = What different
type of surface area in
sugar will dissolve the
fastest?

Hypothesis = I believe that
the granulated sugar will
dissolve the fastest.
1. Ask students to share their rate of dissolving sugar
in each cup.
2. Ask:
What happens to sugar when it dissolves
in water?
How does mixing affect the dissolving of
ingredients?
Why does dissolving take time to be
noticeable? Allow the students to explain and
write their responses into their journals.

3. Ask:
Was your hypothesis correct?


Unit: 1 Lesson: 2

4. What else could we have done on this
experiment to make it more reliable?
Students write a conclusion about how size of
surface affects the rate of dissolving sugar in
water using Solutions in a Cup Handout.
EXPLORE/EXPLAIN Approximate time: Period
1. Bring class together for final observation.
2. Teacher pours the solution from either cup into a
beaker and heats it on the hot plate. Materials Needed:
3. Ask: Handout: Solutions in a
What do you think is going to happen? Cup
Why? Hot plate
4. Continue heating until all of the water is gone. beaker
5. Students observe what is left at the bottom of the
beaker.
6. Make sure to let them know that the same Safety:
amount of sugar that they started with should be Make sure that the students
there at the bottom of the beaker. (Unless some don’t get too close and to
of it stayed in the other cup. The main point is wear their goggles.
that the sugar did not evaporate)
7. Students explain what happened to the solution Teacher Review:
when heat was applied in Solutions in a Cup This would be a good time
Handout. review the changes in states
8. Review vocabulary of instruction: dissolve, of matter.
mixture, ingredient, substance, solution, heat Liquid Gas (Evaporation
resistant Process)


1. Review/recap the previous day activities and
vocabulary.
2. Teacher models safety guidelines.
Materials Needed:
3. Introduce vocabulary of instruction.
Handout: Dissolving
4. Divide class into small groups and assign roles.
Sugar
5. Say, “Today you will be working on an
3 small clear plastic cups
experiment. You will have to work in groups,
(per group)
but you will each have to turn in individual
3 sugar cubs (per group)
work”


Unit: 1 Lesson: 2

6. Pass out Dissolving Sugar Handout. Timer
7. Ask: “Your Problem will be: What different hot water
temperatures of water will allow the sugar cold water
cube to dissolve at a faster rate?” water at room
8. Instruct the students to find the variable that is temperature
being manipulated in this experiment. Guide calculator
the students to say that the variable is different poster board
temperatures. construction paper
9. Allow the students to fill out as much as they
can in the Dissolving Sugars Handout. Teach Note:
10. Before the experiment is conducted they should You may also ask a different
be able to fill in the variable, problem, question such as: What
hypothesis, and materials. different temperatures of
11. Each student will get three small clear plastic water will allow the sugar
cups and three sugar cubes. cube to dissolve at a
12. Allow them to label the cups as follows: hot slower rate?
water, room temperature water, and cold water.
13. They should place one sugar cube into each cup, Handout: Dissolving Sugar
all at the same time.
14. The student responsible for time should keep
time and wait until the cubes dissolve.
15. Students record their results in their data charts
as the cubes dissolve.
16. Students will repeat this experiment three times
for reliability.
17. Once the students record their data in the
Dissolving Sugar Handout, instruct them to
find an average of the three trials that were
conducted.
18. Allow the students some time to work on their
data and their graph.
19. When they finish their data and graph, allow TAKS Strategy:
them some time to finish their procedure and Remember to use the T-
conclusion Chart from above on
20. For their conclusion they should consider their variables and results to help
hypothesis and justify why sugar cubes dissolve the students review the
faster in some different temperature water. problem and write the
21. Instruct the students to make a mini-board. hypothesis.
The mini-board can be created by getting a
large paper such as the legal size paper, cut a
poster board in half, or a white blank book
cover.
22. After getting the background paper, divide it Handout: Mini-board
into three even sections such as in the Picture
Dissolving Sugar Handout. The students can
then use construction paper to label the mini-


Unit: 1 Lesson: 2

board and write everything from the Dissolving
Sugar Handout into the mini-board. Look at
the picture of the Mini-board Picture Handout as
an example.


1. Ask:
What was your conclusion?
Was your hypothesis correct?
What substance dissolved?
Why do you think the hot water allowed
the sugar cubes to dissolve the fastest?
Help students understand that the more energy
that is in water the faster the molecules are
moving and the faster the sugar will dissolve.
2. Ask:
What properties do we now know about
hot water?
Why does dissolving take time to be
noticeable?
What influence did the properties of each
substance have on each other after mixing?
Direct the students to conclude that adding
water to the sugar caused the sugar to dissolve
and a mixture of uniformity (homogenous) was
created which is a solution.
3. Once you have a discussion with the groups
allow the groups to talk to their peers about
their results, hypothesis, and conclusion.
4. Allow students some time to display their mini-
boards while they explain the results and
conclusions during the classroom discussion.

ELABORATE Approximate time: Period

1. Teacher models safety
guidelines and every
student should be wearing goggles.
Material Needed:
2. Introduce vocabulary of instruction: Mixture,
Handout Exploring
Solution, Ingredient, Substance, and Dissolve.
Mixtures


Unit: 1 Lesson: 2

3. Divide class into small groups assign roles as 8 small clear plastic cups
needed. (per group)
4. Give materials to groups. Water
5. Each student will receive Exploring Mixtures Vinegar
Handout. They need to complete it, while working graduated cylinder
on their activity. masking tape
6. Instruct the students to follow the Lab procedure metric measuring spoon
from Exploring Mixtures handout. sugar
7. Inform them to work on each cup at a time and not small rocks or pebbles
to do them all at the same time. sand
8. While they are mixing these materials together, salt
they need to write down the results as either an oil
example of a solution or not an example of a goggles
solution. The students, also, need to fill out the
other column of Exploring Mixtures Handout. Handout: Exploring Mixtures
They need to write down if the mixture is a solution
or not a solution.
9. After the students complete the lab, allow the
students to talk within their groups about the
activity.
10. Ask:
What happened to mixtures 1, 4, 5 and 8?
What seemed to disappear on these mixtures?
Do you think that the substances are still Safety:
there? Make sure that
What are some of the unique properties that the students are
make these mixtures solutions? wearing their
What would happen if I would add more salt goggles.
to mixture # 4? Guide the students to the
respond that it would become saturated. Explain TAKS Strategy:
that we would have to add more water to fix the When a student writes down
problem. M (Mixture) or MS
11. Ask: (Mixture/Solution), this is a
Why are these solutions still considered good strategy by using the
mixtures? Direct the students to respond that two process of elimination. For
or more substances are being mixed together. example, Which of these
12. Ask: mixtures is evenly mixed?
From these solutions what substance was A. fruit Salad (M)
being dissolved? B. Oil and water (M)
What substance was doing the dissolving? C. Salt water (MS)
13. Allow the students to correct anything from their D. Salad (M)
work and write notes in their journals.
TAKS Review:
While you review with the
students about mixtures and
solutions you might want


Unit: 1 Lesson: 2

show them this T-Chart that
you previously used to
review. Now you can add
the attributes of solutions
into the second column. Ask
the students to retrieve it
from their journals.

Mixtures Solutions

-When two or more -Is a mixture
types of matter are -Mix evenly
mixed together and -Something Gets
can still be Dissolved
separated
-Do not mix evenly Ex.
Ex. -Salt Water
-Water and Wood -Kool-Aid
-Sand and Water -Sugar and Water
-Iron Filings and -Vinegar and Salt
Sand
-Pepper and Salt

EVALUATE Approximate time: Period
1. Review with the students everything they have
covered during the week including vocabulary
words.
Materials Needed:
2. Give each student Tea Party Handout.
Handout: Tea Party
3. Place a small amount of sweetened iced tea and a
Sweetened iced tea
cup of water on each of the students’ desks.
water
4. Say: In the graphic organizer (Tea Part Handout),
explain how you classified the properties of
Handout: Tea Party
substances before and after mixing. In a short
summary, evaluate and explain what influence the
properties of substances had on each after mixing.
5. After the students complete the Tea Party
Handout allow them to drink their solution as they
have a discussion from their results.


Unit: 1 Lesson: 2

Separating Mixtures
Mixture 1

Prediction of magnetic item:

Actual magnetic item:

Illustration of observation Illustration of magnet swipe

Mixture 2

Tools Plan of Action


Unit: 1 Lesson: 2

Separating Mixtures

Mixture 3

Prediction of ingredients
that will float: 1. 2.

Actual ingredients
that did float: 1. 2.

Illustration of Prediction Illustration of mixture


Unit: 1 Lesson: 2

Created Mixtures

Name of Student Physical Properties Physical Properties Physical Properties
of 1st Item of 2nd Item of 3rd Item
What tools to What tools to What tools to
separate it from separate it from separate it from
mixture mixture mixture


Unit: 1 Lesson: 2

Created Mixtures
Summary
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Unit: 1 Lesson: 2

Story Writing: Mixtures

CATEGORY 4 3 2 1
Accuracy of Facts All facts presented in the Almost all facts presented Most facts presented in There are several
story are accurate. in the story are accurate. the story are accurate factual errors in the
(at least 70%). story.

Creativity The story contains many The story contains a few The story contains a few There is little evidence
creative details and/or creative details and/or creative details and/or of creativity in the story.
descriptions that descriptions that contribute descriptions, but they The author does not
contribute to the reader's to the reader's enjoyment. distract from the story. seem to have used
enjoyment. The author The author has used The author has tried to much imagination.
has really used his/her his/her imagination. use his/her imagination.
imagination.
Requirements All of the written Almost all (about 90%) the Most (about 75%) of the Many requirements
requirements (states of written requirements were written requirements were not met.
matter, physcial met. were met, but several
properties, changes or were not.
non changes that
mixture went through,
and separation
techniques) were met.
Illustrations Original illustrations are Original illustrations are Original illustrations Illustrations are not
detailed, attractive, somewhat detailed, relate to the text on the present OR they are not
creative and relate to the attractive, and relate to the page. original.
text on the page. text on the page.


Unit: 1 Lesson: 2

Examples and Non-Examples

I’m Thinking of a Special Type of
Mixture
Example: Non-example:

Ideas
1.
2.
3.
4.
5.


Unit: 1 Lesson: 2

Solutions in a Cup

Write a hypothesis about what will happen in each cup.

Dissolving Sugar Cubes

Cup Sugar Mass Time to Dissolve

Write a conclusion about how size affects the rate of dissolving sugar in
water.

Explain what happened to the solution when heat was applied.


Unit: 1 Lesson: 2

Tea Party
Properties of Properties of
Substance Before Substance After Mixing
Mixing
Sweet Iced Tea

Water

Summary
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Science/ 5th Grade
Unit: 01 Lesson: 02

Exploring Mixtures
# Mixture Results TAKS Strategy
Is it an M (Mixture) or MS
(Mixture/Solution)
Ex. Water (Liquid) + Tea (Solid) Example of a Solution This mixture is a solution = MS

Ex. Water (liquid) + Wood (Solid) Non-Example of a Solution This mixture is NOT a solution = M

1. Water (Liquid) + Sugar (Solid)

2 Water (Liquid) + Rocks (Solid)

3. Water (Liquid) + Sand (Solid)

4. Water (Liquid) + Salt (Salt)

5. Vinegar (Liquid) + Sugar (Solid)

6. Vinegar (Liquid) + Sand (Solid)

7. Water (Liquid) + Oil (Liquid)

8. Vinegar (Liquid) + Salt (Solid)


Science/ 5th Grade
Unit: 01 Lesson: 02

Exploring Mixtures Lab Procedure
1. Label eight, nine ounce clear cups, as cup 1, cup 2, etc., and the write substance that will
be in each cup. For example: Cup #1 Water and Sugar
2. Add 50 ml of water into the five cups that have water labeled as one of the substances.
3. Add 50 ml of vinegar into the three cups that have vinegar labeled as one of the
substances.
4. Place 1 ml of sugar into the cup labeled cup 1.
5. Record and observe your results on Exploring Mixtures Handout.
6. Place a pinch of rocks into cup 2.
8. Place 1 ml of sand into cup 3.
10. Place 1 ml of salt into cup 4.
12. Place 1 ml of sugar into cup 5.
14. Place 1ml of sand into cup 6.
16. Place 50 ml of oil into cup 7.
18. Place 1 ml of salt into cup 8.


Science/ 5th Grade
Unit: 01 Lesson: 02

Dissolving Sugar
Problem Results Materials
What different temperatures of
water will allow the sugar cube to
Data
Trail 1 Trail 2 Trail 3 Average
dissolve at a faster rate? Hot
Water
Room

Hypothesis Temp.
Water
Cold
Water

Procedure Graph

Conclusion

Variable


Science/ 5th Grade
Unit: 01 Lesson: 02

Picture Example of A-Mini-board


Science/ 5th Grade
Unit: 01 Lesson: 02


4th cscope sci_mixtures_and_solutions

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