1. Topic-
|
| Properties of Matter: Pure Substances v. Mixtures |
| |
|
2. Content-
|
Differentiating between pure substances and mixtures.
Key Vocabulary: Pure Substance, Mixture. |
| |
|
3. Goals: Aims/Outcomes-
|
| Students will obtain a basic understanding of pure substances and
mixtures and their differences. |
| |
|
|
4. Objectives-
|
1.Students will be able to define pure substance as well as mixture.
2.Students will be able to successfully differentiate between a pure
substance and a mixture.
3.Students will be able to give examples of both pure substances and
mixtures.
4.Students will be able to identify pure substances and mixtures in
real world settings. |
| |
|
5. Materials and Aids-
|
-Small saucepan
-Hot plate
-Small bowl
-Piece of Saran Wrap
-Water
-Table salt
-Bristle blocks in various colors
-Notebooks
-Pencils
-Compare and Contrast worksheet
-SmartBoard
|
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1.The lesson topic will be introduced verbally as the teacher pours
a small amount of salt water into the sauce pan, covers it with the
Saran Wrap, and places it on the hot plate with the small bowl next
to it.
2.Previously learned information on the states of matter as well as
physical and chemical changes will be briefly reviewed as it applies
to this lesson.
|
| |
|
|
B. Development-
1.The teacher will display the terms 'pure substance' and 'mixture'
on the SmartBoard and ask the class to brainstorm in their notebooks
what they believe the meanings to be and, after a few minutes, have
them close their notebooks.
2.Next, the teacher will create one stack of four bristle blocks that
is all blue and one that is blue, red, and yellow. The class will
be asked to say what is different about them. The class will then
be asked which stack they believe represents a pure substance and
which represents a mixture.
3.The teacher will explain to the students that each block represents
a particle and that when the particles are alike the substance is
pure and when they are different the substance is a mixture.
4.The teacher will draw the students' attention to the hot plate at
the front of the room once the water has completely evaporated, leaving
the salt crystals behind in the sauce pan and water in the small bowl.
The teacher will explain that while the different components in the
salt water cannot be easily seen, the substance can be separated with
the application of heat.
5.The students will be instructed to once again open their notebooks.
The teacher will display the correct definitions of both 'pure substance'
and 'mixture' on the board for students to write down and will provide
several examples of each. |
| |
|
|
C. Practice-
1.Eight students will be called the front of the classroom. The
teacher will explain that each of them represents a particle and that
the eight of them together are presently a mixture
2.The teacher will ask the group to separate into two groups: male
and female. The teacher will explain that now each of these groups
is a pure substance.
3.The teacher will call on volunteers to continue separating the groups
based on other traits (eye color, hair color, clothing) to form new
pure substances based upon different criteria. |
| |
|
|
D. Independent Practice-
The teacher will pass out the Compare and Contrast worksheet and
have students independently complete a Venn diagram of the similarities
and differences between pure substances and mixtures. After bring
given time to complete the diagram, the teacher will display a blank
one on the SmartBoard and will call on volunteers for answers. All
students should add to their Venn diagrams as the one on the SmartBoard
is completed.
|
| |
|
|
E. Accommodations (Differentiated Instruction)-
Students with special needs will be provided a typed copy of the
vocabulary terms as well as a print-out of the completed Venn diagram
from the SmartBoard.
|
| |
|
|
F. Checking for understanding-
| The final activity will consist of the teacher displaying, one at
a time, images on the SmartBoard and asking the students to answer
aloud whether they are pure substances or mixtures. Any that are not
unanimously agreed upon will be reviewed to ensure understanding. |
| |
|
|
G. Closure-
| The teacher will end the lesson by once again displaying the formal
definitions on the board and asking students, one at a time, to give
an example of either a pure substance or a mixture that can be found
in their school or at home. |
| |
|
7. Evaluation-
|
| At the conclusion of the unit on Properties of Matter, a test consisting
of matching, fill in the blank, and short answer will be administered. |
| |
|