SDAIE Lesson Planning Template

Teacher: Elementary Science SDAIE Lesson Grade (check one): K 1 2 3 4 5 6 Content Area:
Physical Science
Date: Lesson Pacing: 1-3 Sessions Grades 7-12 Course:

CONTENT CONNECTIONS COMPREHENSIBILITY INTERACTION

Main Concept [What you expect students to know as a result of this unit of study]
The main concept of this lesson is to introduce students to the physical properties of different substances and the differences
between mixtures and solutions. In addition, the students will also plan and conduct an investigation for separating a mixture into
its component parts.
Standard(s) [The skills / concepts to be taught at each grade level]
A. Main Standard [Generalized broad statement of what is to be learned]
PS1 Elements and their combinations account for all the varied types of matter in the world.

B. Focus Standard(s) [Specific concepts/skills that support the main standard]

Physical Science 1f: Students know differences in chemical and physical properties of substances are used to separate
mixtures and identify compounds.
Physical Science 1g: Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water
(H2O), helium (HE), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).

C. I &E6 Scientific progress is made by asking meaningful questions and conducting careful investigations.
Investigation and Experiementation E6c: Plan and conduct a simple investigation based on a student developed question and write
instructions others can follow to carry out the procedure.
Investigation and Experimentation E6f: select appropriate tools (e.g., thermometers,, meter sticks, balances, and graduated
cylinders) and make quantitative observations.

Objectives
A. Content Objective [What students will learn and be able to do and is measurable and observable]
The students will make mixtures of water and solid materials and separate them with screen and filters. In addition they will
also make a special kind of mixture that cannot be separated with filters.

B. Language Objective [Language needed to engage and demonstrate understanding of Possible Language Forms:
concept/objectives. It is guided by active verbs found in the standards (analyze, describe, etc.) •The_____is _____.
The students will describe the properties of the solid materials dry, wet and mixed. In •When we add water to the cup
addition, the students will infer what will happen when water is added to the solid material. The we think the _____ will_____.
students will also predict how to separate the mixtures back into their component parts. • When I added the water to the
_____ I observed _________ .
• We think we can separate
the_____by_____.
• When I used the screen with
the ___mixture I observed____.
•When I used the filter paper
with the ___mixture I
observed____.
• A mixture is_______.
• A solution is_______.

Concrete Materials [Visuals, manipulatives, realia use to facilitate engagement with content and help make it comprehensible]
plastic cups, self-stick notes, craft sticks, hand lenses, screens, FOSS funnels, filter papers, ½ liter containers, 50ml syringes, basins,
gravel, diatomaceous earth, kosher salt, 5ml spoons, pitchers, water, and paper towels
SDAIE Vocabulary [Maximum of 10 vocabulary words essential to understand and meet the objectives]
mixture, property, solution, dissolving, filter (noun and verb), form, screen (noun and verb) separate, texture, and particle

Lesson Delivery * To maximize access to core keep the following in mind throughout the lesson: idiomatic expressions, multiple-
meaning words, and cognates.

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A. Setting the Stage
1. Activating Prior Knowledge/ Building Background
a. Personal Experiences [culturally relevant]
STEP 3. Introduce the Investigation: Tell students; "In the first and third grade you learned about matter.
Matter is the stuff the world is made of. You are made of matter, your desk is matter, the oceans are matter, and
the air is matter. Matter can exist in three different forms: solid, liquid, and gas. Look around. Everything you
see is matter. Matter has mass and occupies space. In the next several weeks we will be finding out about
properties of matter. To start off, I have three kinds of matter for you to investigate." Show students the
materials they will be using-gravel, powder (diatomaceous earth), and salt (sodium chloride). Begin WORD
BANK chart, add matter, solid, liquid, gas, property, gravel, powder (diatomaceous earth), and salt (sodium
chloride).
b. Content Knowledge [connecting to prior learning]
This lesson sets a foundational understanding for each of the lessons in the Mixtures and Solutions module.
2. Introducing Main Concept and Objectives [in student friendly language]
STEP 1. The students will be investigating the characteristics of solid and liquid materials using a variety of tools and
procedures. Remind them never to taste any materials unless they have been given permission to do so.
B. Input and Model [Teacher presentation ]
STEP 2. Organize Groups: Organize the class into collaborative groups of four students. Ask students to determine roles within
their groups, (Starter, Reporter, Getter 1, and Getter 2) or assign them by counting off. Think about formulizing the
Getterresponsibilities for this module. Getter1 gets the chemicals from the chemical and material station. Getter 2 will return them.

STEP 4. Prepare Cups and Labels: Tell students that each group will get a small amount of each material to observe. Review
with students the materials they will be using. Show the container of gravel to the class and say, "This is gravel and we are going to
refer to it as "G" (make a post-it label and place it on the container)." On the WORD BANK chart add "G" next to the word gravel.
Next show the container of powder and say, "This is powder and we will refer to it as "P" (make a post-it label and place it on the
container)." On the WORD BANK chart add "P" next to the word powder. Now show the container of salt and say, " this is salt
and we are going to refer to it as "S" (make a post-it label and place it on the container)." On the WORD BANK chart add "S" next to
the word salt. At the chemical station make sure the substances are labeled with a self-stick note. In additon, the tools at the
materials station should also be identified with a placemat: craft sticks, plastic cups, 5ml spoons, and hand lenses. Review the tools
and how they are used. Next model for the students how to label three plastic cups with a self-stick notes, one cup with a “G”,
another with a “P”, and the third with an “S”, and mark the craft sticks with a “G”, “P”, “S”. Now have Getter 1 from each group to
go to the materials station and get three cups, three self-stick notes, and three craft sticks. Have the groups label the cups and craft
sticks “G”, “P”, “S.” Once the students have completed the preparation of the cups and craft sticks model for them how to measure
a level spoon of each of the materials and placing it in a the appropriate cup.
C. Guided Practice [Students engaging with content to develop skills and knowledge]
STEP 5. Ask a Getter from each group to bring the three cups to the chemical station. There they should measure
• One level spoon of gravel in the G cup.
• One level spoon of salt in the S cup.
• One level spoon of powder in the P cup.
Emphasize using the spoon and craft stick provided with each material to measure that material. Make sure students understand that
the material containers stay at the chemical station. Allow a couple of minutes for students to observe the materials informally. Tell
them it is OK to look and touch, but not to taste.

STEP 6. Introduce the Science Notebook Sheet: Call for attention. Tell students, "Scientists make careful observations and
detailed records for their investigations. Let's take a few minutes to review the physical properties you will be focussing on the
notebook sheet. The first word on the table is "Color"." Add the word 'color' to the WORD BANK. Have the students do a T-P-S
and a Circle Map in their notebooks about the colors that could be part of the list. Have students share the colors they came up with
and add them to the WORD BANK. Next, have the students do a T-P-S and circle map in their noetebooks about the word
"Texture" and add it to the WORD BANK. List texture words the students share in the WORD BANK. Repeat this process for
"Particle shape", and "Particle size". For "Other" have the students think about what makes this substance different from the others,
and add to the WORD BANK. Once the words have been reviewed and added to the WORD BANK ask Getter 1s to get two hand
lenses and four copies of the notebook sheet "Mixtures". Give the students a few minutes to work in pairs and record the
properties of the three materials in part 1 in this science notebook sheet. This sheet will become part of the students personal record
of science learning.

STEP 8. In this step the students will add water to the cups with substances, "G", "P", "S". Ask the class, "What do you think
might happen if you add water to each cup containing the dry materials?" Give the students a couple of minutes to do a T-P-S.

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Ask groups to share their predictions; add key terms to the WORD BANK.
Next, model for students how to
• Use the syringe to put 50 ml of water into each cup
• Stir the contents with a stick.
• Observe what happens and record it on the notebook sheet in part 2.
Add the new tools to the WORD BANK, and to the materials station with the appropriate placemat. Afterward, ask Getter 1s to get
a basin containing a 50 ml syringe, a ½ liter container of water, and a paper towel. Students will then follow modeled procedure for
adding water and recording their observations in Part 2.

STEP 10. Ask students to think about how they could separate the mixtures in each of the cups. Explain to the students the meaning
of the word "separate", by using a prop like a container with stuff in it and taking it apart- container/stuff. Add the word "separate"
to the WORD BANK. Tell students that mixtures can always be taken apart. Bring the students attention back to their three
mixtures and ask them to discuss in their groups how they could separate them. After the group discussion have groups share with
the class and chart their predictions.

STEP 11. Prepare Additional Cups: Tell students that their goal is to separate the mixtures so that the water is in one cup and the
solid material is in another. Have them label a second set of cups “G”, “P”, “S.”

STEP 12. Introduce the Screen: Tell students that a filter might come in handy for separating the mixtures. One type of filter is a
screen. Add the word "screen" and "filter" to the WORD BANK. In addition, add the screen to the materials station with an
identifying placemat. Review and model for students the procedures in part 3 of their student sheet.
•Select one of the mixtures, for example, the G cup containing gravel and water. Place a screen on top of a second cup labeled G.
•Stir the mixture thoroughly.
•Immediately pour the mixture through the screen.

STEP 13. Screen the Mixtures: Have Getter 1s get one screen for their groups. Let the groups try to separate all three mixtures
with the screen. When students have tried to separate the mixtures, ask which mixtures were separated by the screen? [The gravel
and water mixture.]

STEP 14. Filter the Mixtures: Introduce the filter paper as a fine-mesh screen with holes so small they can’t be seen with the naked
eye. Demonstrate how to set-up the funnel with a filter paper (see Getting Ready). Add "filter paper" aneed "FOSS funnel" to the
WORD BANK and to the materials station with the appropriate label. Remind students to stir the mixtures before filtering and to
use a separate paper for each filtering. Have Getters get one funnel and two filter papers, and let the filtering begin.

D. Independent Practice [Students apply the skills and knowledge to meet the content objective independent of the teacher]
STEP 20. Read Mixtures (p.3): Mixtures is an expository article. Students review the mixtures they made in the classroom and
revisit the definitions of mixture and solution. Students can read the article on their own or in class. Or you could read the article
aloud while they follow in their books. For reading strategies to support English learners and below-grade-level readers, see the
Reading and Writing in Science chapter in this teacher guide.

E. Recapping Main Concept and Key Vocabulary [Teacher and students review]
STEP 18. Wrapping Up Part 1: Reinforce Vocabulary- Start a list of key vocabulary words that relate to mixtures and solutions.
Ask students to suggest words for the word bank. Review the meaning of each word as it is suggested. Make sure the words in bold
below are added to the chart. Later students can write the words in their science notebooks.
• Matter-can exist in three forms-solid, liquid, and gas.
• A property is a characteristic of an object, something you can observe such as size, color, shape, or texture.
• A mixture-is two or more materials stirred together.
• A solution is a special mixture formed when a material dissolves in water. Solutions are clear and cannot be separated with a
filter.
• Dissolving is a process in which a solid material seems to disappear into a liquid.
• Diatomaceous earth is the skeletal remains of aquatic organisms.

STEP 19 Review the Content Chart: What happens when you add water to a cup containing a dry material? [Water and solid
material make a mixture.] How can a mixture be separated? [Some mixtures can be separated with screens and filters.] What
happens when salt and water are mixed? [Salt dissolves in water to form a solution. Solutions are clear and cannot be separated with
a filter.] Recap- what is the difference between a mixture and a solution?

STEP 21. Discuss the Reading: Ask students to review the questions at the end of the Mixtures article. Call on an individual to

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share his or her answer to a question, and give others the opportunity to refine or add to the original answer.
• The three common states of matter are solid, liquid, and gas. How are they the same? How are they different? [Solids, liquids,
and gases all have mass and occupy space. Solids have definite volume and shape, liquids have definite volume but not shape and
gases have neither definite shape nor volume.]
• What is a mixture? [Two or more intermingled materials.]
• Is milk a mixture, a solution, or both? Explain why you think so. [Milk is a mixture because it is two or more materials stirred up
together. It is not solely a solution, because it is not clear. It might be both if a substance is dissolved in the liquid.]

F. Evaluation [Assess how well the learner met the objectives]

STEP 7. Review Students’ Descriptions: After students have completed their observations, have a student share his or her
description of one of the materials. Let others add to the description. Share descriptions for all three materials by charting words that
are not already part of the WORD BANK.

STEP 9. Define “Mixture”: Explain, When you put two or more materials together, you make a mixture.
Review the mixtures in each of the cups-the G cup has a mixture of gravel and water, the S cup has a mixture of salt and water, and
so forth. Ask students to describe mixtures they use in their everyday lives. [Breakfast cereal, chocolate milk, pancake batter, egg
salad, etc.] Start a Content Chart: A content chart lists concept statements that summarize the knowledge in the investigations. To
generate the statements, ask students, what they learned from the investigation. If they need prompting, ask questions related to the
inquiry just completed, and write the answer on a piece of chart paper, using students’ words as much as possible. What happens
when you add water to a cup containing a dry material? [Water and a solid material make a mixture.]

STEP 15. Discuss the Results of Filtering: After students have filtered the powder and salt mixtures, ask them to carefully open up
the two filter papers and spread them flat on a paper towel on the table. Ask,
• Which mixture was separated by the filter? [Powder and water].
• How are a screen and a paper filter similar? How are they different? [Both separate materials, but one has finer holes].
Add to the content Chart. Ask the students “How can a mixture be separated?” (Use the students words to explain.) [Some mixtures
can be separated with screens and filters.] Discuss the word "filtering" and add it to the WORD BANK.

STEP 16. Introduce the Concept of Solution: Ask students what happened to the salt. Let them touch a finger to the salt-and-water
mixture and taste if they wish. Tell them, if a solid and liquid are mixed, the solid material seems to disappear in the liquid, and the
mixture can’t be separated with a filter, it is a special kind of mixture, called a solution. Salt dissolves in water to make a saltwater
solution. Ask the students, “What happens when salt and water are mixed?” [Salt dissolves in water to form a solution. Solutions are
clear and cannot be separated with a filter.] Add their observations to the Content Chart.

STEP 17. Assess Progress: Notebook Sheet- Distribute copies of notebook sheet, Thinking About Mixtures. Collect them after
students complete their answers. See the Embedded Assessment chapter for information about what to look for in students’
responses.

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