Created by Samantha SigmonCampbell Court Elementary School

Grade Level/Subject/Topic:Fifth Grade/Science/Mixtures and Solutions Date:9/30/08

Standards Addressed:

SOL 5.4

The student will investigate and understand that matter is anything that has mass, takes up space, and occurs as a solid, liquid, or gas. Key concepts include

a)atoms, elements, molecules, and compounds;

b)mixtures including solutions; and

c)the effect of heat on the states of matter.

*This lesson only addresses part B of the SOL.

Pre-Assessment:

See attached pre-assessment

Defining the Learning Goals: What the student will:

Know (Facts/Vocabulary):

  • A mixture is a combination of two or more substances that do not lose their identifying characteristics when combined.
  • A solution is a mixture in which one substance dissolves in another.
  • Solute- substance that gets dissolved
  • Solvent- water is a solvent, the liquid that helps dissolve
  • To dissolve meansto become weaker or cause to go into a solution.

Understand (Big Ideas):

  • Many things that we use in our daily lives can be combined to create new substances or are combinations of substances.
  • These substances interact with each other, the environment, or are acted upon and may cause change to the identifying characteristics of the original substance.

Do (Specific Skills student is able to do after the lesson):

  • Define mixtures and solutions
  • compare and contrast mixtures and solutions
  • give examples of mixtures and solutions

Materials/Supplies:

SMARTboard

Index cards

Computer

Drawing and Art supplies

Procedures/Activities (Include Marazano's Strategies and Bloom's Taxonomy):

Marazano’s Strategies

__X__Identifying Similarities and Differences

_____ Summarizing and Note Taking

__X__Reinforcing Effort and Providing Recognition

_____Homework and Practice

__X_Nonlinguistic Representations

__X Cooperative Learning

__X_Setting Objectives and Providing Feedback

____ Generating and Testing Hypotheses

__X_Questions, Cues, and Advance Organizers

Bloom’s Taxonomy

__X__Remembering

__X__Understanding

__X__Applying

__X__Analyzing

_____ Evaluating

__X__Creating

Day 1: * Note: Prior to this lesson, students have been pre-assessed and it has been determined that they need further instruction in understanding the differences between mixtures and solutions. Whole group and small group instruction preceded this activity, in which the students created a mixture of trail mix and a solution of Kool-Aid.

Students will complete one of four assignments, based on their learning style. Depending on their learning style, students will be producing different end results, but with the same goal: understanding the differences between mixtures and solutions and providing examples of each.

ST (Mastery) Learners

Using Microsoft Word or chart paper students will give the definition of mixtures and solutions and list at least 6 examples of each. Students will print their charts to be turned in.

SF (Interpersonal) Learners

Students will work with a partner to make a sort on mixtures and solutions. They will include the definitions and at least 6 examples of each. After they complete the sort, the student will paste the cards on the paper provided.

NT (Understanding) Learners

Students will fill in a Venn Diagram to compare and contrast mixtures and solutions. Under each section of the Venn Diagram, students will include at least 6 examples of mixtures and solution and their definitions. Students will then print their assignment.

NF (Self-Expressive) Learners

Students will create a symbol to represent mixtures and solutions. Under each symbol they will include the definition of each and illustrate at least 6 examples of mixtures and solutions.

**Please see attached activity sheets for each learning style**

(If) Differentiated Instruction:

What? content process product

How?readiness interest learning profile

Why (What prompted you to differentiate in this way)? After the pre-assessment, there were a large number of students who did not understand the differences between mixtures and solutions. Therefore, for a better understanding, students will participate in a learning styles lesson to give them more ownership of how they retain this information.

Anchor Activities:

Books on matter, which include mixtures and solutions.

Post-Assessment:

Students’ individual projects will be graded based on the rubric attached.

Closure:
The teacher will bring students together as a whole group and review the terms with the class. The teacher will ask students to name a few examples of mixtures and solutions and discuss how this relates to their own lives.

Teacher Reflection:

(What went well? What would you do differently? Why?)

Mixtures and Solutions Pre-Test

1. What are two or more substances called when they are combined and do not lose their identifying characteristics?

2. How are a mixture and a solution different?

3. Milk and cereal is an example of ______.

4. Juan made a cake using eggs, flour, milk and sugar. The cake is an example

______.

5. When two substances mixed together cannot be easily separated because one substance has dissolved in the other, the mixture is a ______.

Mixtures and Solutions Rubric

Student Name:
______
Date:______ / Possible Point Value / Points Received
Correct definition (in their own words) of mixture / 15
Correct definition (in their own words) of solution / 15
6 correct examples of mixtures (5 points for each example) / 30
6 correct examples of solutions (5 points for each example) / 30
Completed assignment on time / 10
Student’s Total Points Earned

ST (Mastery) Learners

Go to Microsoft Word on the computer. Open the Mixtures and Solutions Template file, which looks like the diagram below. Underneath each heading provided, type the definition of each word (in your own words) and list at least 6 examples of each. When you have finished, print and turn in the assignment.

Mixtures

Definition:

Examples:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

Solutions

Definition:

Examples:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

SF (Interpersonal) Learners

Use the index cards provided to make a sort for mixtures and solutions. Use the headings provided below as your “sorting card.” Two of the cards must have the definitions of mixtures and solutions (in your own words). On the other cards, you need to list at least 6 examples of each to be sorted. When you have finished the cards, sort your cards, and glue them to the paper below in the correct column and turn in.

MixturesSolutions

NT (Understanding) Learners

Using the Venn Diagram below compare and contrast mixtures and solutions. Make sure to include the definition (in your own words) under each section and include at least 6 examples of mixtures and solutions. When you have finished, your Venn Diagram, print and turn in the assignment.

NF (Self-Expressive) Learners

Under each heading below, create a symbol to help you remember the differences between mixtures and solutions. Below the symbol, define the terms (in your own words). Then, draw pictures of at least 6 examples of each in the boxes provided. Make sure to write what the picture is beside of each example you choose to draw. If you would like to add more examples, please do so on the back and turn in.

Mixtures

Definition

______

______

______

Examples

Solutions

Definition

______

______

______

Examples