Solids & Liquids
Investigation 3
Part 2
Separating Soup Mix
Students use screens of three sizes to separate a mixture of five solid materials. (from the FOSS teacher guide, 2002 edition)
Solids materials will be sifted through different size screens to internalize the discovery that solids can come in many different sizes.
3. Lesson set up and Management
- PC01 1.1.1 Use properties to sort natural and manufactured materials and objects, for example, size, weight, shape, color, texture, and hardness.
- PC02 1.1.4 Observe and examine physical properties of earth materials such as rocks and soil, water (as liquid, solid, and vapor) and the gases of the atmosphere.
- SI01 1.2.5 Know that matter can undergo changes of state such as evaporation, condensation, or freezing and thawing.
- IP01 2.1.1 Ask questions about objects, organisms, and events in the environment.
- IP02 2.1.2 Plan and conduct simple investigations using appropriate tools, measures, and safety rules.
- IP03 2.1.3 Use data to construct reasonable explanation.
- IP05 2.1.5 Record and report observations, explanations, and conclusions using oral and written expression.
- Mixtures of solid particles can be separated with a screen.
- Solid materials come in all sizes and shapes.
3. Lesson set up and Management
Materials:
- Prepare 5 containers of soup mixture and 5 bottles with a different type of bean in each.
- Copy and laminate the "Center Instruction Card - Separating Soup Mix" to have on hand for a parent or adult helper.
- Have a broom and dustpan available for clean-up.
- Plan an activity for the rest of the class such as a bean art project.
- Use anecdotal notes for assessment.
Student Management:
This can tend to be messy and soup mix and beans can get all over the place! Establishing the "Keep it in the tub and work like scientists!" rule is usually needed, along with a demonstration of what following this rule looks like. It is important to stress that the last group needs to keep the beans separated so you can clean up easily; otherwise you will end up sorting beans after school.
WRAP-UP/CLOSING
- Fill in Word Bank entries.
- Make entries to the "What We Learned" Chart and update the "Questions I Have" Chart.
ASSESSMENT
Use anecdotal notes to list which students used the screens insightfully or, conversely, had difficulty.
Writing Support:
- There is a great expository writing lesson that could be used as the alternative activity in this part of the investigation. It is located in the Language Extensions on page 28 in Investigation 3 section. If you led a whole group brainstorming before you started the investigation, even first graders could complete this writing activity. I wouldn't erase the lists, though. The writing is based on the prompt: I am a chemist. Some things seem like both solid and liquid. For example: Cornmeal seems like a liquid because ____________. Cornmeal seems like a solid because_____________. I think it is a _____________ because ____________.
Reading Support:
- The Math Extension activity on page 28 of the teacher's guide under Math Problem A is a good alternate activity for this investigation. Bring in 5 or 6 ingredients used in trail mix to use for estimation and graphing. Students can enjoy the trail mix when finished.
- Math problem B on page 29 could also be used as a math extension. If you don't have time to get trail mix ingredients, you can use science kit materials for this problem.
- Student sheets are made for you for the math extensions. They are sheets #35 and 36.