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Science lesson plan · 5th grade (Year 6 in England) · 30 minutes

Mixture or solution? Tell them apart

Materials and their properties

CCSS NGSS.5-PS1-4CCSS NGSS.5-PS1-3England: KS2 Y5 Properties and changes of materials

Objective and success criteria

Students will: Mixture or solution? Tell them apart.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Dissolving and solutions

Leads to: Choose the best way to separate a mixture

Materials: A tray of everyday objects, Sorting hoops, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Dissolving and solutions). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is marbles soluble or insoluble in water? (soluble (dissolves in water) / insoluble (does not dissolve)) → insoluble (does not dissolve)Prompt: Imagine stirring it into a glass of water. Would it disappear from view?
  2. 25 g of salt is dissolved in 100 g of water. What is the mass of the solution, in g? → 125 gPrompt: When something dissolves, does it disappear or is it still there?
  3. What is a saturated solution? (one with no solute / one made of sand and water / one that is frozen / one where no more solute will dissolve at that temperature) → one where no more solute will dissolve at that temperaturePrompt: Keep adding sugar to tea and eventually some stays at the bottom.

Hook · 3 min

  • Pass round objects made of different materials and ask why each one was chosen.
  • Share the objective: Mixture or solution? Tell them apart. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is this a solution or a mixture that is not a solution: sugar in hot tea?
  • Step 1: In a solution one substance has dissolved evenly into another; you cannot see separate bits.
  • Step 2: So the answer is: solution
  • Answer: solution
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Is this a solution or a mixture that is not a solution: instant coffee in hot water? (solution / mixture that is not a solution) → solutionPrompt: After stirring and waiting, can you still see separate bits or layers?
  2. Oil and water are shaken together, then left. What do you see? (Two layers, with the oil floating on top. / One clear liquid. / The oil sinks to the bottom. / The water disappears.) → Two layers, with the oil floating on top.Prompt: Does oil dissolve in water?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Is this a solution or a mixture that is not a solution: seawater? (solution / mixture that is not a solution) → solutionPrompt: After stirring and waiting, can you still see separate bits or layers?
  2. Which statement about every solution is true? (It is always cloudy. / It always has a solid at the bottom. / It always has two layers. / It is see-through, though it may be coloured.) → It is see-through, though it may be coloured.Prompt: Think of salt water and weak orange squash.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Dissolving and solutions.
  • Use concrete materials: a tray of everyday objects.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Choose the best way to separate a mixture.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.

Free lesson plan from eurekami.com/lesson-plan-builder

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Mixture or solution? Tell them apart

Name

Date

Score/ 6

  1. Question 1

    Sand is stirred into water. After a few minutes, what happens?

    • A. The sand turns into salt.
    • B. The sand dissolves completely.
    • C. The sand settles at the bottom.
    • D. The water turns into sand.

  2. Question 2

    Is this a solution or a mixture that is not a solution: sugar in hot tea?

    • A. solution
    • B. mixture that is not a solution

  3. Question 3

    True or false? Oil dissolves completely in water.

    • A. True
    • B. False

  4. Question 4

    Oil and water are shaken together, then left. What do you see?

    • A. The oil sinks to the bottom.
    • B. The water disappears.
    • C. Two layers, with the oil floating on top.
    • D. One clear liquid.

  5. Question 5

    True or false? When salt dissolves, it disappears for ever.

    • A. True
    • B. False

  6. Question 6

    Is air a mixture?

    • A. Yes, it is a mixture of gases such as nitrogen, oxygen and carbon dioxide.
    • B. No, air is one single substance.
    • C. Yes, it is a mixture of water and sand.
    • D. No, air is empty space.

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Answer key: Mixture or solution? Tell them apart

  1. 1. C. The sand settles at the bottom.

  2. 2. A. solution

  3. 3. B. False

  4. 4. C. Two layers, with the oil floating on top.

  5. 5. B. False

  6. 6. A. Yes, it is a mixture of gases such as nitrogen, oxygen and carbon dioxide.