• Quick retrieval from earlier learning (Separating mixtures; Mixture or solution? Tell them apart). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which method is best to separate gravel from sand? (sieving / filtering / evaporating / using a magnet) → sievingPrompt: Is anything dissolved? Is anything magnetic? Are the bits different sizes?
2. Is this a solution or a mixture that is not a solution: salt stirred into water? (solution / mixture that is not a solution) → solutionPrompt: After stirring and waiting, can you still see separate bits or layers?
3. Which method is best to separate dried peas from rice? (sieving / filtering / evaporating / using a magnet) → sievingPrompt: Is anything dissolved? Is anything magnetic? Are the bits different sizes?

• Pass round objects made of different materials and ask why each one was chosen.
• Share the objective: Choose the best way to separate a mixture. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What is the best way to separate pebbles and sand?
• Step 1: Small sand grains fall through the sieve's holes; pebbles stay on top.
• Step 2: So the answer is: sieving
• Answer: sieving
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. What is the best way to separate iron filings and sand? (evaporating / letting it settle, then pouring off the top layer / using a magnet / sieving) → using a magnetPrompt: Think about the properties: size, magnetism, dissolving, floating.
2. Why can't filtering separate salt from salt water? (Salt is magnetic. / Filter paper dissolves in salt water. / Dissolved salt particles are small enough to pass through the filter paper. / The salt is too heavy.) → Dissolved salt particles are small enough to pass through the filter paper.Prompt: How small are particles in a solution?

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. What is the best way to separate oil floating on water? (sieving / using a magnet / filtering / letting it settle, then pouring off the top layer) → letting it settle, then pouring off the top layerPrompt: Think about the properties: size, magnetism, dissolving, floating.
2. In some dry countries, drinking water is made from seawater. Which process gets fresh water out? (evaporating the water and condensing it again (distillation) / using a magnet / sieving the sea / freezing the salt out with a fan) → evaporating the water and condensing it again (distillation)Prompt: Evaporation leaves the salt behind; how could you catch the water?

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