Stage 1: Desired Results

GLO(s):
5-7 Students will describe the properties and interactions of various household liquids and solids and
interpret their interactions.

SLO(s):
1. Recognize and identify examples of the following kinds of mixtures:
Learning ● two or more solids; e.g., sand and sugar
Outcome(s) ● a solid and a liquid; e.g., sugar and water
● two or more liquids; e.g., milk and tea.
2. Distinguish substances that will dissolve in a liquid from those that will not, and demonstrate
a way of recovering a material from solution.

Students will…...
● Demonstrate a willingness to listen to directions
Learning
● Illustrate different states of matter in a mixture
Objectives ● Provide hypothesis and observations to explain their knowledge
●

Stage 2: Assessment Evidence

Summative Formative
-The Great Mix-A-Thon worksheets
Assessment Assessment

Stage 3: Learning Experience

Tech -air stream
Resources -all the substances for students to mix
-cups
to Do to Bring -plastic spoons n
Time Sequence and Description Notes
Introduction:
● Today we are all going to be doing an experiment, so I need your
best listening ears on because we are going to have lots of
substances on our desks
● Review the different types of mixtures with students:
5 mins ○ solid and solid
○ liquid and solid
○ liquid and liquid
○ homogeneous
○ heterogeneous

10 mins Worksheet:
● Hand sheets out to the students
● Perform an example experiment by combining rice and chocolate
sauce in a cup

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 ○ show students, using the airstream to demonstrate each of
the different sections they will be filling out
● Go over the different parts of the worksheet that students are
expected to fill out
● provide examples of each section using the airstream projection and
have students provide insights on how they would be filling out the
sheet
○ Hypothesis - who can remember what a hypothesis is? Why
is this important to an experiment?
○ Diagram/procedure: Who can tell me what this section may
be for? Why is it important to write your procedure very
first?
■ here we are going to be drawing our procedure,
so this is where we draw what we added together.
(make sure to write what each item is)
■ It is important to label EVERY substance you use
■ provide example: here if I am going to be adding
rice and water together this is what I will do. First
I am going to draw a picture of what the rice
looks like, then I am going to draw in the next box
what the water looks like. in the last box I am
going to be drawing what the mixture looks like
after I have added everything - do I fill in the final
box before I have mixed our substances together?
Why not?
○ observations: what do we write here? Why might this be
important? Can you write your observations before you
have combined your substances?
○ Finally we are going to write if the mixture is homogeneous
or heterogeneous (who can tell me what these are?)
● Each sheet has a 4th experiment that students will be performing.
students are allowed to pick what they want to mix together and are
not limited to 2 substances (On the final experiment that you will be
doing today, you may mix any ingredients together. If you would like
to mix more than 2 substance together you may, however, you have
to draw every single one of them as well as label them so I know
what you have mixed)
● Ask if there are any questions for clarifications that students need
● If no questions or when they have been answered, the substances
will be handed out to everyone

30 mins Experiment Time:

● I am going to hand out all the substance to everyone, you may look
at the substances and move them around, but DO NOT take off the
lids yet. It is really important that you listen to the instructions
before you open anything.
○ have students repeat the directions
○ Now we have some edible substances as part of our
experiment today. Does anyone remember the rule in
chemistry about eating our experiment?
■ Yes! That's right, we do NOT eat our experiments.
■ I have some different M&M’s that you may eat at

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 the end of class if you would like one, however,
■ If I catch anyone eating their experiment M&M’s I
will not be giving out the different M&M’s at the
end of class
● Each student will be handed out one container of each of the
following:
■ M&M’s
■ Cornstarch
■ rocks
■ dish soap
■ water
■ oil
● Once each student has received all the substance on their desk each
student will also be given a plastic cup and a plastic spoon for
mixing
○ everyone will be given a plastic cup and spoon to do their
mixing
○ we have a lot of things on our desk, so let's try to use half
our desk for mixing and the other half of desk to write in
our findings. Let’s take a second to get our desks
organized.
○ give students a few moments to organize their desks
● Now, what happens if we were to accidentally spill your mixtures on
your desks? What should you do, does anyone remember my rules in
chemistry?
○ Yes, we should clean up any spills that happened right
away. So, if you spill you don’t need to make a big deal
about it okay? accidents happen in chemistry, so it is okay
if this happens. Please just calmly raise your hand and I
will bring you something to clean it up.
● reiterate that students are expected to do a hypothesis before each
experiment and draw during the experiment
○ When do we do our hypothesis?
○ can we draw the final mixture in the equation if we haven't
mixed it yet?
● Allow students time to explore and play with their mixtures

10 mins Clean up:

● Have students freeze what they are doing and listen to clean up
directions
● Please do not throw away the little containers that your substances
are in, just dump the substance into the garbage and stack them on
your desk. Please rinse out the other containers with liquid in them
and stack them beside the sink.
1. Please place any of the solid substances that you have used
inside the garbage bag that I will be walking around with
2. Once you have placed the solids in my garbage bag, you
may one at a time go up to the sink and dump you mixtures
in
3. throw your cups out before you return to your desk, once
the person ahead of you has sat back down the next person
may go an do this
4. do not throw any liquid out into the garbage, please rinse as

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 much as you can off of the cup before throwing it out
5. Sheets will be collected once you have cleaned up
everything
● students will dump any liquid mixtures into the sink one at a time
● students will place any solids into a garbage bag that the teacher will
bring around to avoid movement out of the desk
● Ask for any questions, if there are none, the students may begin
cleaning up
● if students are finished, they begin getting ready for the end of the
day

Lesson Reflection:
The students were super excited to be doing a hands-on experiment! It was
really awesome to see them able to explore the content that we have been
learning in a real application. I had most things thought through I needed
them to be, however, I would change the amount of mixing “bowls” for the
students to use. I forgot to realize that the students would want to rinse out
their containers to mix something new. I had plastic cups that I thought of to
hand out to the students who wanted to use them, and then had other students
take turns to use the sink. There would have been less movement around the
classroom if I would have given them more containers to mix in. Other than
the crowd at the sink the experiment went over really well.

I had to tell some students to go back to their desks, because they weren’t
following the single person rule I had at the sink. There was a crowd of about
5 students at the sink and I asked them to please sit back down until it was
their turn and that there were too many people up. I had two students who
ignored me even when I asked twice. I wasn’t sure if they were testing to see
how far they could push or if they genuinely just didn’t hear me over the
excitement. If this happens again, I will need to talk to them individually to
figure out what’s going on.

I made sure to provide good instructions for the students to follow as well as
made sure to repeat myself a few times for students who may not have heard.
I also prepared the same amount of substances in individual containers to
avoid students touching all the supplies. I made sure to have all my supplies
set up before the class. We also did a quick review of the different types of
mixtures and the difference between heterogeneous and homogeneous. I
expected that the lab sheets would get wet at some point during the lab, so I
didn’t make a big deal about it. I just had the students try to divide their desks
into two; one side for their experiments and the other side for their lab sheets.

I collected the lab sheets at the end of the class to have a look at them and
decide how much time to allow for next class.

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