VISHNU BOYS HINDU COLLEGE

SCIENCE LESSON PLAN

TEACHER: Darrell Dulalchan

DATE: 26th, February,2016
CLASS: Form 3
TIME: 40 mins
PERIODS: 1
UNIT: Matter
TOPIC: Separation of Mixtures
REFERENCES (exclude class text, include page numbers).
Chemistry for CSEC by C. Remmy, Lambert and Mohammed p. 69
Interactive Science Book 1 by Pheng and Cazabon.

PRE-REQUISITES

Knowledge: - 1. Students should know that :

1. Mixture are made up of two or more substances not chemically combined.
2.

Students should know that materials have different chemical and physical properties.

Skill:- students should know how to:

1. Make accurate observations and work in groups.
2. Use simple laboratory apparatus.

MATERIALS & RESOURCES

For Teacher

For each group / student

Activity sheet
Mixture containing:
1. Large and small marbles
2. Small plastic beads
3. Sand
4. Paper clips

Activity sheet
Whiteboard

Apparatus:
1.
2.
3.
4.
5.

Cardboard box
Funnel, filter paper
Magnet
Water
Beaker

CONCEPT OR PRINCIPLE

Mixtures can be separated into its components based on their physical and chemical properties.
Methods of separation can be based on properties such as particle size and chemical properties
such as magnetism. Separating mixtures is an important and efficient process that is used
widely in our bodies eg. The kidneys as well as important processes in our everyday lives.
SPECIFIC OBJECTIVES

At the end of the lesson, students should be able

to:

Explain how the component properties of

mixtures can be used to separate components of a
mixture from each other
Demonstrate various methods of separating
mixtures according to their component properties

Classification

Learning Type

Comprehension

Cognitive

Application

Cognitive

PROCESS SKILLS

During this lesson, students will be engaged in:

Identifying / formulating a problem

Designing and Planning an experimental procedure

Setting-up and executing experimental work

Observing and measuring

Recording of data and observations

Interpreting and evaluating data and observations

Communicating scientific ideas, observations and arguments

Applying scientific ideas and methods to solve qualitative and quantitative problems

Decision-making based on examination of evidence and arguments

Extracting from available information data relevant to a particular situation

ACTIVITIES

Teaching Model: Laboratory model, Social Interaction Model (Group Work), Problem Based
Learning.
Introduction:
ENGAGEMENT- T shows bag with a mixture containing a number of varying components. T
asks students to name one word that they can use to describe what all the elements in the bag
make up.
Students are expected to say the word mixture. T then asks students to explain what a mixture
is.
EXPLORATION / EXPLANATION Teacher gives students an activity sheet with a situational
problem. Students are asked to find a solution to the problem utilizing the apparatus provided.
Students are told they can use their hands directly. Students are required to fil out the activity
sheet and state which property was considered in each of their approaches.
S then present their assessment sheet and explain what apparatus was used and why. T clarifies
any misconceptions that may arise
3

ELABORATION / EVALUATION Students are then presented with a WHAT IF?

SITUATION. Students are asked to develop ideas whereby they can solve the problem at hand.
Students then present their methods and explain why they chose their method and what
property was identified. T clarifies any misconceptions.
T recaps main points of the lesson.

Assignment: Students are asked to note what methods of separation may be used in everyday
situations at home and determine what properties were used and why.

TEACHERS EVALUATION OF LESSON

SEPERATING MIXTURES ACTIVITY SHEET

ACTIVITY Mr. Harry did some house cleaning and after sweeping was left with
a mixture of different materials. This mixture contained materials that Mr.
Harry would like to keep and not throw away. Using your knowledge of
mixtures, it is our mission today to help Mr. Harry in separating the different
materials from the mixture. However, because of hygiene we will be using only
the materials provided and not directly separating the materials using our
hands.
The table below will be used to record how and why your group selected the
particular method to separate the different components of the mixture as well
as the property of the component that was considered during the process.
COMPONENT WHAT DID YOU DO
TO SEPARATE IT?
STAPLE

LARGE
MARBLE

WHY DID YOU

SEPARATE IT THIS
WAY?

PROPERTY
CONSIDERED
IN
SEPERATION

SMALL
PLASTIC
BEADS

SMALL
MARBLE

SAND

WHAT IF?
Mr. Harry when separating his mixtures accidentally spilled sand into his
container containing salt for cooking. Describe by writing proper instructional
steps how you would advise Mr. Harry on separating the sand from his salt.
STEP 1

STEP 2-

STEP 3-

In the steps above state what properties of the components of the mixture was
considered before separating the mixture.
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