Mixtures & Solutions
Investigation 1
Part 4
Separating a Dry Mixture
This is a performance assessment. However, the students will not be aware of this. Students will use the procedures they have learned so far in the kit to design a way of separating a dry mixture with 3 materials.
3. Lesson set up and Management
Properties of Substances (PR01 1.1.1)
• Use properties to sort natural and manufactured materials and objects, for example, size, weight, shape, color, texture, and hardness. Grades K, 1, 2, 3, 4, & 5.
• Use physical and chemical properties to identify and describe substances; for example: density, boiling point, and solubility. Grades 6, 7, & 8.
Changes in Systems (CH01 1.3.3)
• Know that matter can undergo changes of state such as evaporation, condensation, or freezing and thawing. Grades K, 1, 2, 3, 4, & 5.
• Understand physical and chemical changes at the particle level and know that matter is conserved. Grades 6, 7, & 8.
Designing Solutions ( DE02 & DE03 )
• Propose, design, and test a solution to a problem. Grades K, 1, 2, 3, 4, & 5. (DE02 3.1.2)
• Identify, design, and test alternative solutions to a challenge or problem. Grades 6, 7, & 8. (DE02 3.1.2)
• Evaluate how well a design or a product solves a problem. . Grades K, 1, 2, 3, 4, & 5. (DE03 3.1.3)
• Compare and contrast multiple solutions to a problem or challenge. Grades 6, 7, & 8. (DE03 3.1.3)
Apply content and procedures learned in previous lessons to a new situation.
3. Lesson set up and Management
Materials:
If you did not make a packet as mentioned in the FAQ section, copy Handout #7
Set up a materials station with containers of gravel, diatomaceous earth, kosher salt, and a 5ml spoon for each. Having 2 containers of each material and 2 stations will cut down on wait time.
Have a water station set up also.
Student Management:
The students need to plan their investigations before starting the separation task. You can demonstrate the challenge first, and then have students write their plan on Handout #7. Circulate and approve student plans before they get their materials. If students ask if they can use water, ask them to explain their thinking rather than just tell them okay.
Some groups may need reminding to work together, and to use their notes to remember how they did other separations. This is a great lesson to show students the importance of careful note taking and documentation of lab procedures and results.
Writing Support:
Have the students complete Handout #7. Another writing exercise for a writing workshop is to use this investigation to teach expository writing. Have the students write an explanation of how they separated their mixtures as an article for their science lab journal.
Reading Support:
There is no specific reading for this lesson.