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Separating Mixtures

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by

Aibeen Holland

on 14 October 2013

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Transcript of Separating Mixtures

Separating Mixtures
The Lesson
Title/Topic: Separating Mixtures

Grade: 4th

Subject: Science

Time: 1 hour and 30minutes

The Stations
Four centers/stations will be set-up in advance (sorting, magnets, filtration, screening, [evaporation will be done as a group]). Each group will spend 12 minutes per station and rotate. Initially, the centers will be referred to as Station 1, Station 2, Station 3, and Station 4. Students will identify the methods used to separate the mixtures in each station during class discussion.

Students will be divided into groups of three. In each station, students will be given a scenario. Their job is to help solve the "problem."
Modification: Preferential grouping (high ability with low-ability students. Student Z will be asked specifically to verify if he understood the instructions.

Different types of mixtures will be situated in each station. However, the same materials/tools are available. Students will work together to separate the components of each mixture.
Class Discussion/Evaporation Experiment
Discuss the methods used in each station (sorting, filtration, magnets, screening).
Modification: Preferential seating (Student Z seats in the front, closest to the board)

Briefly review what makes a mixture a solution. Discuss solvent and solute.
Modification: Check for understanding and provide a positive reinforcement (I statements, praise, etc.)

Ask students how to separate a solution of salt and water.

Do evaporation experiment as a group. (I used an electric griddle to add heat.)
By Aibeen Holland
Image from: http://www.teachengineering.org
Standards
1.1.A4:
A. Classify types of materials (e.g. water, salt, sugar, iron fillings, salt water into substances

1.1.B4:
a.) Identify water as a solvent that dissolves materials, d.) Describe ways to separate the components of a mixture by their properties (i.e. sorting, filtration, magnets, screening)



Objectives
Students will explain and demonstrate how to separate components of different types of mixtures.

Students will identify water as a solvent that dissolves materials.

Students will classify different types of matter by their properties.
Station 1 (Sorting)
Task:
Separate different varieties of paper clips.

Materials:
Different types of paper clips in a container, coffee filter, magnet, and a screen

All students:
Write a note to the teachers explaining what method they used to separate the paper clips.

Modification:
Student Z will verbally explain to me what method he used to separate the paper clips.

Station 2 (Magnets)
Task:
Separate a mixture of steel and aluminum washers. The washers are identical so each group of students will have to work together in order to separate the washers.

Materials:
A mixture of steel and aluminum washers, magnets, coffee filters, and a screen

All students:
Write a note to the teachers explaining what method they used to separate the paper clips.

Modification:
Student Z will verbally explain to me what method he used to separate the mixture.
Station 3/Filtration
Task:
Separate a mixture of sand and wate

Materials:
A mixture of water and sand, coffee filters, magnets, and a screen


All students:
Write a note to the teachers explaining what method they used to separate the paper clips.

Modification:
Student Z will verbally explain to me what method he used to separate the mixture.
Station 4/ Screening
Task:
Separate a mixture of sand and gravel

Materials:
A mixture of sand and gravel, coffee filters, screen, and magnets

All students:
Write a note to the teachers explaining what method they used to separate the paper clips.

Modification:
Student Z will verbally explain to me what method he used to separate the mixture.
Student Z
Student Z is able to decode words and can read at a second grade level. However, his comprehension level is lower.

He receives special education services in reading, math, writing, and life skills.

He is in the general classroom for social studies, science, and special classes.

Student Z seems have poor fine motor skills
Curriculum
Student Z's comprehension level seems to be similar to that of a kindergartner-first grade level.

Separating mixtures is still a form of investigating properties of matter which is the standard for K-1st.

Modification
: Preferential grouping
Assessment
Students will write a paragraph, describing step-by-step explanation of how they
might separate a mixture of iron fillings, wooden inch cubes, sand, and salt.

Modification: Student Z will orally explained the task to me.
Closing
Conduct a brief review about the concepts covered in the lesson.

Modification: Check for understanding
Grading
A rubric will be used to grade all students. The rubric that will be used to grade Student Z will be modified accordingly.
Resources
Idea from: My brain :)

McGraw Hill 4th grade Science textbook ( for vocabulary terms that will be used in the lesson)

Full transcript