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Science lesson plan · 5th grade (Year 6 in England) · 60 minutes

Choose the best way to separate a mixture

Materials and their properties

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

Objective and success criteria

Students will: Choose the best way to separate a mixture.

  • 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: Separating mixtures; Mixture or solution? Tell them apart

Leads to: the next skill in this area.

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 · 6 min

  • 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 iron nails from wood shavings? (sieving / filtering / evaporating / using a magnet) → using a magnetPrompt: Is anything dissolved? Is anything magnetic? Are the bits different sizes?
  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?
  3. Which method is best to separate sugar from sugar solution? (sieving / filtering / evaporating / using a magnet) → evaporatingPrompt: Is anything dissolved? Is anything magnetic? Are the bits different sizes?

Hook · 6 min

  • 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.

I do: model it · 12 min

  • 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.

We do: guided practice · 12 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. What is the best way to separate sand and water? (using a magnet / filtering / sieving / evaporating) → filteringPrompt: 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? (using a magnet / evaporating the water and condensing it again (distillation) / freezing the salt out with a fan / sieving the sea) → evaporating the water and condensing it again (distillation)Prompt: Evaporation leaves the salt behind; how could you catch the water?

You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why does a sieve separate pebbles from sand but not salt from water? (Pebbles dissolve in the sieve. / Water is too heavy for a sieve. / A sieve separates by size; dissolved salt particles are far too small to catch. / Salt is magnetic.) → A sieve separates by size; dissolved salt particles are far too small to catch.Prompt: What property does a sieve use?
  2. What is the best way to separate oil floating on water? (using a magnet / letting it settle, then pouring off the top layer / filtering / evaporating) → letting it settle, then pouring off the top layerPrompt: Think about the properties: size, magnetism, dissolving, floating.

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: Separating mixtures.
  • 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

  • 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

eurekami

Choose the best way to separate a mixture

Name

Date

Score/ 8

  1. Question 1

    Why do recycling plants use magnets and air jets to sort rubbish?

    • A. They separate materials using their different properties, such as magnetism and weight.
    • B. To melt the plastics.
    • C. To make the rubbish heavier.
    • D. To make the rubbish cleaner.

  2. Question 2

    What is the best way to separate iron filings and sand?

    • A. letting it settle, then pouring off the top layer
    • B. sieving
    • C. using a magnet
    • D. filtering

  3. Question 3

    What is the best way to separate oil floating on water?

    • A. sieving
    • B. letting it settle, then pouring off the top layer
    • C. using a magnet
    • D. filtering

  4. Question 4

    In some dry countries, drinking water is made from seawater. Which process gets fresh water out?

    • A. sieving the sea
    • B. freezing the salt out with a fan
    • C. evaporating the water and condensing it again (distillation)
    • D. using a magnet

  5. Question 5

    What is the best way to separate pebbles and sand?

    • A. filtering
    • B. sieving
    • C. evaporating
    • D. letting it settle, then pouring off the top layer

  6. Question 6

    What is the best way to separate sand and water?

    • A. letting it settle, then pouring off the top layer
    • B. sieving
    • C. evaporating
    • D. filtering

  7. Question 7

    Why does a sieve separate pebbles from sand but not salt from water?

    • A. Water is too heavy for a sieve.
    • B. A sieve separates by size; dissolved salt particles are far too small to catch.
    • C. Salt is magnetic.
    • D. Pebbles dissolve in the sieve.

  8. Question 8

    What is the best way to separate salt dissolved in water?

    • A. filtering
    • B. letting it settle, then pouring off the top layer
    • C. sieving
    • D. evaporating

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Answer key: Choose the best way to separate a mixture

  1. 1. A. They separate materials using their different properties, such as magnetism and weight.

  2. 2. C. using a magnet

  3. 3. B. letting it settle, then pouring off the top layer

  4. 4. C. evaporating the water and condensing it again (distillation)

  5. 5. B. sieving

  6. 6. D. filtering

  7. 7. B. A sieve separates by size; dissolved salt particles are far too small to catch.

  8. 8. D. evaporating