Mixtures Day 3

I can explore and recognize that a mixture is created when two materials are combined

Key Concepts

• Mixtures are formed when two or more materials are combined.
• The observable properties of materials may stay the same even when materials are mixed together
• Mixtures can be separated based on the properties of the individual materials.

Fundamental Questions

1. What is a mixture?
2. What happens to the observable properties of various materials when they are mixed together?
3. How can the materials in a mixture be separated?

Station 3: Separate the Mixture

1. Students will use materials on their table to explore and recognize that a solid/solid mixture is being made.
2. Students will then use the materials on the tools table to see if they can easily separate the mixture.
3. In this scenario, students should use the magnets to easily separate the mixture; However, they may try a variety of methods and discuss what properties they are separating them by.

Station 3 Instructions:

Observe the materials at your table. Is it a mixture? Why or why not?

Can you easily separate the material by their physical properties? 

Use the tools to test and separate the material.

Mixtures can be easily separated by their physical properties. What would be a really fast way to separate this mixture?

Write 5 ways to separate the mixture (you do not need to separate the mixture all five ways):

What physical property allows you to separate the mixture fastest?

Some substances were magnetic. What physical property was used to separate them? 

 
 

Mixtures Day 2

I can explore and recognize that a mixture is created when two materials are combined

Key Concepts

• Mixtures are formed when two or more materials are combined.
• The observable properties of materials may stay the same even when materials are mixed together
• Mixtures can be separated based on the properties of the individual materials.

Fundamental Questions

1. What is a mixture?
2. What happens to the observable properties of various materials when they are mixed together?
3. How can the materials in a mixture be separated?

Station I: Bird Cage Cleanup

I explained to the class that they will participate in a zoo birdcage cleanup by separating the solid/solid mixture in their containers.

Students used materials from the tools table to separate/sort all parts of the mixture.

Station II: Oil & Water

Students used graduated cylinders to measure, pour, and create a oil/water mixture. They discovered to find out if oil and water was a mixture.

Then, the students added 5 drops of dish soap to the bottle to see if it was still a mixture. 

Mixtures Day 1

Party Mix (Chex) Activity

I started out by passing out party mix to students.   I allowed time to do an open sort of their items with a partner. Then, we discussed and reviewed  physical properties and I had them brainstorm different strategies to sort. The students proceeded to use other sorting methods.  

How does each item contribute to the whole? How can mixtures be sorted? The students reflected on these questions on Google Classroom.

**There is a test this Friday on Matter**

Writing

Revising and Editing

Students identified the next step of the writing process. (improve/revise). We discussed which items are editing items and which are revising items.

Students carefully reread drafts and revised as needed for clarity, using the class REVISE/EDIT chart as a guide. Then, they edited their drafts with a partner around the room before they typed up their final draft. 

 

Changes From Heat Day 2

Thursday:

 

Prediction: What do you think will happen to the state of matter of your ice cube as it sits on the grid?

Changes from Heat Activity

In this activity, students observed and recorded how water can change its state from solid to liquid, and how it can systematically be observed and tracked over time as it is affected by heat.

Changes from Heat Day 1

Changes from Heat:
I introduced the section by reviewing several essential questions that we want to answer by the end of the week. 

Frozen Coke

Then, I brought out my frozen Coke can in a large zip bag that I put in the freezer overnight. There were certain changes to the shape of the container. We discussed about what happened as the heat was removed (changes versus what stayed the same).

The Summer Picnic

I posed the question to students that we need to pack a picnic lunch for a summer beach visit, but we must choose things that will not melt in the hot summer sun. I had students sketch their picnic items and describe why they will not melt. Afterwards, we discussed our items and reasoning as a class. 

Matter Engineering Project Day 5/6

Day 5-

Improve:  

• Improve your bubble wand design. How can I modify it to make it better?
• Test it out!
  
   Day 6-
   
  Reflect and Share: The students examined their designs and answered reflection and content related questions which connects everything they learned about matter so far. 
  
  

  1.   How did your bubble wand meet the criteria (must haves)?

  
  

  2.   What was your final budget? How could you have saved more money?

  
  

  3.   What parts of your bubble wand are appealing to children?

  
  

  4.   What was different about your final design from your initial plans?         

  
  

  5.   What do you think could improve your design?

  
  

  6.   What did you do that worked well? Why?

  
  

  7.   What did you do that didn’t work well? Why?

  
  

  8.   What challenges did you face in your design process?

  
  

  9.   How does your wand capture a gas in the liquid?

  
  

  10.                 Describe the properties of matter (texture, shape, mass, magnetic, sink or float, length, flexibility, etc) of your bubble wand.

  
  

  11.                 Describe the parts of your wand that make up solids, liquids, and gases?

  
  

  12.                 What types of matter did you combine to form your homemade bubble mixture? 
  
  
  
  
  Note to Parents:
  

  • NO CHOIR REHEARSALS THIS WEEK

  Next week we are going to be discussing mixtures. I will be using Chex Mix for my first activity. If any parents have any extra Chex Mix at home, please send a unopened bag/container to school to help with the activity. Thanks!

   

Matter Engineering Project Day 4

CREATE:  

• Follow your plan and create your bubble wand. 
• Test it out!
  Today the students bought their supplies and began creating their bubble wands. The students are being assessed through the rubric that is linked below. 

   

  Grading Rubric  

Matter Engineering Project Day 3

PLAN:  

• Draw a diagram. 
• Make lists of materials you will need.

The students drew a diagram of their plan on Doodle Buddy (APP) or a piece of paper. Then, they shared their plan with their group. Finally, each group came up with a final plan and list of materials to use. Tomorrow they will begin to shop for their supplies with their $20.00 budget in order to create a prototype of their design. *Thank you to the parents who came in to help today! Both of you were so helpful!