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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 chalk 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. 20 g of sugar is dissolved in 200 g of water. What is the mass of the solution, in g? → 220 gPrompt: When something dissolves, does it disappear or is it still there?
  3. In salt water, what is the solvent? (salt / the cup / water / salt water) → waterPrompt: The solvent is the liquid that does the dissolving.

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: oil and water? (solution / mixture that is not a solution) → mixture that is not a solutionPrompt: After stirring and waiting, can you still see separate bits or layers?
  2. Is air a mixture? (Yes, it is a mixture of water and sand. / No, air is one single substance. / No, air is empty space. / Yes, it is a mixture of gases such as nitrogen, oxygen and carbon dioxide.) → Yes, it is a mixture of gases such as nitrogen, oxygen and carbon dioxide.Prompt: What do we breathe in that our cells need? Is that all of the air?

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. True or false? Every mixture is a solution. (True / False) → FalsePrompt: Can you see the parts separately?
  2. Is this a solution or a mixture that is not a solution: muddy water? (solution / mixture that is not a solution) → mixture that is not a solutionPrompt: After stirring and waiting, can you still see separate bits or layers?

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

    True or false? Every mixture is a solution.

    • A. True
    • B. False

  2. Question 2

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

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

  3. Question 3

    Is this a solution or a mixture that is not a solution: a bowl of cereal and milk?

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

  4. Question 4

    True or false? Salt water is a solution.

    • A. True
    • B. False

  5. Question 5

    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. No, air is empty space.
    • D. Yes, it is a mixture of water and sand.

  6. Question 6

    Is this a solution or a mixture that is not a solution: sand and water?

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

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Answer key: Mixture or solution? Tell them apart

  1. 1. B. False

  2. 2. A. The sand settles at the bottom.

  3. 3. B. mixture that is not a solution

  4. 4. A. True

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

  6. 6. B. mixture that is not a solution