Name: Shawna Williams

Grade Level: 5th Grade

Lesson Title: Mixtures and Solutions
Lesson Objective: By the end of the lesson, students will be able to explain what a
mixture and a solution are and the differences between them, as well as their specific
properties, such as their ability to be separated or not through physical or chemical
means.
EPE Table
Experiences:
- Students will experience
observing a mixture
composed of iron filings
and pepper.

Patterns:
- The iron filings and
pepper can be mixed
together

Explanations:
- A mixture is composed of
two or more materials

- Students will attempt to

separate the iron filings
from the pepper using the
materials provided
(magnets, stirrers, fingers,
etc)

-The iron filings and pepper

can be separated and using
a magnet is the most
effective way to do so

- The materials in a mixture

maintain their physical
properties allowing them to
be separated

-Students will experience

observing a solution of
water and sugar.

- The water and the sugar

can be mixed together and
the sugar actually dissolves
into the water

- A solution is a type of
mixture where the materials
that have been mixed seem
to disappear and cannot be
individually identified

- Students will attempt to

separate the sugar from the
water using the materials
provided (magnets, stirrers,
fingers, paper plates, etc)

- The water and sugar

solution cannot be easily
separated with the materials
and time provided

- Solutions undergo a
chemical change and
therefore it is difficult to get
the original materials back
except through another
chemical change, in this
case evaporation of the
water leaving the sugar

Time and
Activity
10 min to
Recapitulate
and introduce
a picture

Lesson Procedures
What the teacher does and what he or she expects students
to do.
This lesson comes after an introduction to physical and
chemical changes; students should be able to identify what
they are and how they differ and compare with each other.
Here, I expect the students to give examples of physical
and chemical changes in their everyday life.

Mapping it
to the 5E
model
Engage

After this review of physical and chemical changes,

students will be shown the picture of the trail mix and Kool
Aid. This will lead into the topic of mixtures and solutions.
Questions that will be asked include:
What is a mixture?
What is a solution?
Do you know what the difference between a mixture and a
solution is?
What are some examples of mixtures and solutions in your
daily life?

15 min
(Investigatio

At this stage in the investigation, all answers are to be

accepted and written on the board. It will then be
mentioned that at the end of this lesson the students will all
be able to determine whether a combination of materials is
either a mixture or a solution.
Explain that now students will work in their table groups
and each group will receive two paper plates, 2 stirrers, 2

Explore

n)

plastic cups, and a magnet. One plate will contain two

separate nickel size amounts of iron filings and pepper.
One cup will contain a small amount of sugar while the
other cup will contain water. In addition, the students will
individually receive a packet to record their observations
over the various experiments. After the groups receive their
materials, they will start the initial observations and
investigation using the materials on the plate.
Each group should:
1. Observe the separate piles of pepper and iron
fillings and record all findings on the first chart in
their packet.
2. After observing, the students will record their
prediction about what will happen if they try to
combine the two substances.
3. Using one stirrer, the student will mix the
substances together on their plate.
4. The students will observe the mixture and record
their observations in their packet.
5. The groups will then have a discussion at their table
and predict whether or not these two substances can
be separated. If they determine that they can be
separated, they must then come up with a plan to do
so. (Should they use a stirrer, a magnet, their
hands?) The students should record their
predictions in their packets and then follow through
with their plan by actually testing it and recording
their results.
Now the students will make observations and investigate
using the materials in the cups.
6. The students should take the plastic cup filled with
sugar and add its contents to their cup filled with
water. Using the other stirrer, the students should
stir the substances together until the sugar
dissolves. They will then observe the solution and
record their observations in their packet.
7. The groups will then have a discussion at their table
and predict whether or not these two substances can
be separated. If they determine that they can be
separated, they must then come up with a plan to do
so. (Should they use a stirrer, a magnet, their
hands, a plate?) The students should record their
predictions in their packets and then follow through
with their plan by actually testing it and recording
their results. It should be suggested that they try
pouring some of the solution onto the extra plate to

10 minutes
(Gathering
the whole
class to
discuss and
explain what
they did)

5 minutes
(Applying
what they
have learned
to cake)

test out their plans.

Students in their groups should discuss their observations
at their tables by answering the following questions
(ultimately trying to agree upon a single answer):
- What did you observe when combining the pepper
and iron filings?
- Can the pepper and iron filing mixture be
separated? If so, how? If not, why?
- What did you observe when combining the sugar
and water?
- Can the sugar and water solution be separated? If
so, how? If not, why?
Bring the class together and draw a table on the board with
each groups name on it. Record each groups observations
of the substances on their own, what happened when they
tried to combine them, if they were able to be separated or
not, and if so, how. Then discuss the following patterns:
- Why was the mixture of pepper and iron filings
able to be separated with the magnet? This is when
students should mention that a physical rather than
a chemical change occurred and should provide
evidence to support this claim, such as the
substances maintained their original properties,
when they answer.
- Why were the students unable to separate the sugar
from the water once it was dissolved? This is when
students should mention that a chemical change
occurred changing the properties of the substances,
thus eliminating separation through the use of
physical means. The students should then offer
chemical ways to separate the solution such as
evaporation.
Now relate what students have learned to the following
picture of a cake.

Have students again discuss what they see and whether or

not the cake is an example of a mixture or a solution.
Questions the students should consider when responding
include:

Explain

Elaborate/E
xtend

What substances/procedures go into making a

cake?
- What type of process is baking, physical or
chemical?
- Can the substances in a cake be separated after it is
baked?
Ask the students how this scenario with the cake is
different or similar to the experiences they have done
today. Keeping the answers to the cake questions as well
as their experiences in mind, students should now be able
to explain what mixtures and solutions are and the
differences between them.

Assessment
Students will take home a worksheet containing a Vin Diagram entitled, What Are
Solutions and Mixtures? Students are expected to go home and find examples of things
that are mixtures, solutions, and both.
Students will return with the sheet and share their examples with their table group. A
table will then be drawn on the board and each student will offer one of their examples as
well as an explanation as to why it is a solution, mixture, or both. At the end of the class
discussion, the sheets will then be collected and individually graded for accuracy.