Lesson Plan: Introduction to Suspension as a Heterogeneous Mixture

Grade level: 6th grade (Science)

Learning Objectives:

1. Students will be able to define and describe what a suspension is in the

context of heterogeneous mixtures.
2. Students will be able to identify examples of suspensions and
differentiate them from other types of mixtures.
3. Students will be able to explain the physical properties and behavior of
suspensions.
4. Students will be able to conduct hands-on experiments to observe and
understand the characteristics of suspensions.

Alignment to Philippines Standards:

 K to 12 Science Curriculum Guide (Grade 6)

 Content Standard: The learners demonstrate an understanding of the
characteristics of matter and the changes it undergoes.
 Performance Standard: The learners exhibit an understanding of the
differences between pure substances and mixtures, and classify
materials as mixtures or pure substances.

Duration: 2 class periods (45 minutes each)

Materials:

 Variety of substances or mixtures that can form suspensions (e.g.,

muddy water, milk, orange juice with pulp)
 Clear containers (glass jars, beakers)
 Stirring rods or spoons
 Filter paper or cloth
 Funnel
 Magnifying glasses
 Worksheet (to be distributed during the lesson)

Procedure:
I. Introduction (10 minutes)

 Engage the students by showing them a picture of a mixture (e.g.,

muddy water) and ask them to describe what they see. Discuss their
answers and lead the discussion towards the concept of suspension as a
type of mixture.
 Introduce the learning objectives and explain why understanding
suspensions is important in the study of matter.

II. Introduction to Suspensions - Presentation and Discussion (15 minutes)

 Provide a brief presentation on suspensions, focusing on their definition

and characteristics. Use visual aids and real-life examples to make it
more engaging and relatable.
 Facilitate a class discussion by asking students questions about their
prior knowledge of suspensions and their properties. Connect their
answers to the learning objectives.
 As a formative assessment, hand out the worksheet that contains
questions related to suspensions. Discuss the answers together.

III. Hands-on Activity 1: Separating Suspensions (20 minutes)

 Divide the class into small groups and provide each group with a
container of a suspension (e.g., muddy water).
 Instruct the students to separate the solid particles from the liquid
portion of the suspension using filtration. Assist them in setting up a
filtration system using a funnel and filter paper or cloth.
 After filtration, have the students observe the filtered liquid and the
residue collected. Guide a discussion to compare the properties of the
suspension and the separated components.

IV. Hands-on Activity 2: Making Suspensions (15 minutes)

 Introduce another set of substances or mixtures to the students (e.g.,

milk, orange juice with pulp).
 Instruct the students to predict whether these substances can form
suspensions and explain their reasoning. Encourage them to think about
the physical properties of the substances.
  Provide the students with clear containers and stirring rods or spoons.
Allow them to mix the substances with water and observe if a
suspension forms.
 Facilitate a group discussion to share their observations and
explanations. Connect their findings to the concept of heterogeneous
mixtures and suspensions.

V. Hands-on Activity 3: Observing Suspensions under a Magnifying Glass

(20 minutes)

 Distribute magnifying glasses to each group of students.

 Provide samples of different suspensions (e.g., milk, fruit juice) and
instruct the students to observe the suspensions closely under the
magnifying glass.
 Encourage them to describe what they see and identify the solid
particles present in the suspensions.
 Facilitate a whole-class discussion to share their findings and connect
their observations to the physical properties of suspensions.

VI. Conclusion and Assessment (10 minutes)

 Summarize the key points discussed during the lesson, emphasizing the
definition and characteristics of suspensions.
 Conduct a brief quiz or exit ticket to assess the students' understanding
of suspensions.
 Provide feedback and address any misconceptions identified during the
assessment.

Alignment to Philippines Standards:

 Content Standard: The lesson aligns with the content standard by

focusing on the characteristics of matter, specifically mixtures and
suspensions.
 Performance Standard: The activities and assessments in the lesson
allow students to classify materials as mixtures or pure substances,
demonstrating their understanding of the differences between the two.
Note: This lesson plan is aligned with the general curriculum guidelines for
6th-grade science in the Philippines. Teachers should review and adapt the
lesson plan to meet specific regional or school requirements.