Lesson 1
Engage Explore
Explain
|
Introduction (15 minutes) - Students will be given the opportunity to explore a range of pre made mixtures and will be undertaking particular roles and characters that connected to their world. 
For example:
Station 1- Pre-made mixture flour, milk and choc-chips.
Station 2- pre made mixture of water, washing powder and liquid detergent. Children will take on the role of a cleaner through their explorations, gloves
Station 3- pre-made mixture of paints and glues.
Station 4- Pre-made mixture of plaster and rocks for concrete.
The teacher will guide their thinking through discussion questions.
Example of discussion questions:
What is in front of you?
How where these things made?
What do you think makes up this mixture?
What is a mixture? How many things do u need to put together to classify something as a mixture?
Do you think the materials were easy to mix to make this mixture?
How do you think the materials were mixed together? Shaking, stirring, twisting?
What might we use these mixtures for?
Are all the mixtures made in the same way?
How could we change this mixture?
The children will be asked to think of an occupation or character that may use that mixture. The children will be asked to dress as that character and give reasons or examples of when they may use that mixture.
Children can take the role of a chef (aprons and cooking utensils), a cleaner (apron and gloves), an indigenous elder (Aboriginal flag) or a construction worker (hard hat and tool belt).
TWLH CHART
The students will then complete the T and W column of the chart as a class with the teacher acting as a guide (not correcting student answers/ideas). They will identify what they THINK they know and What they WANT to know about mixtures.
Body (30 minutes) - Mixing two solids that are large in size (Heterogeneous Mixtures)
A range of materials will be placed on a table. These materials include
Sultanas
Dried apricots
Dried Banana
Oats
Sunflower seeds
Rice (Raw)
Dry Pasta
Cheerios
The students will be given the opportunity to choose a material and observe its properties. They will be able to play with and explore the material using a magnifying glass. The students will complete an observation chart for this material. They will describe what the material looks feels and smells like (Appendix 4).
The teacher will then ask the students to choose another material from the table and complete the second column of the observation table.
Before mixing these materials the students will be asked to predict in the third column what the mixture may look, smell and feel like once mixed. 
Finally the students will mix the materials together and complete the final column of the observation chart which asks the students to observe the physical changes of the materials.
While the students mix the materials together the teacher will question the students to further their learning.
Possible questions may include:
What has happened to the materials?
What looks different about the materials now?
Are these materials easily mixed?
Are you still able to see the individual materials in your mixture?
Are these materials easy or hard to separate? Why? How?
Through these questions teacher will used scientific vocabulary and will introduce students to the term ‘homogenous mixtures’. When students are discussing if the mixture is easy or hard to separate the teacher will inform the students that mixtures that are easily separated are called heterogeneous mixtures.
The teacher will also ensure that other scientific vocabulary is explored such as:
Mixture
Materials
Observe
Predict
Compare
Investigate
Magnifying glass
Conclusion (15 minutes) - The students will use an iPad to take photographs of their mixtures. These images will be uploaded onto the IWB and the students will be asked when these mixtures may be used in real life. They will explore the purpose of heterogeneous mixtures. E.g. Mixing Sultanas, seeds and other dried fruits to make muesli.
|
Create pre-made mixtures
Character costumes:
-Apron and cooking utensils
-Gloves and aprons
-Aboriginal flag cut outs
-Tool belt and hard hat
IWB TWLH Chart
Materials:
Sultanas
Dried apricots
Dried Banana
Oats
Sunflower seeds
Rice (Raw)
Dry Pasta
Cheerios
Plastic cups x25 (reused throughout the unit)
Magnifying glasses x15
Plastic bowls x25
Paddle pop sticks x15
Spoons x15
Observation Chart x24
Ipad x 12
|
ST1-12MW
ST1-4WS
MA1-1WM
MA1-10MG
EN1-12E
EN1-1A
DRAS1.1
HT1-2
EYLF 1,2,3,4,5
ST1-5WT
|
|
Lesson 2
Explore
Explain
|
Introduction (10 minutes) - Students revise and brainstorm (Using Post-it-notes) what a heterogeneous mixtures is, how it is made and its purpose.
Body (30 minutes) - Mixing two solids that are smaller
A range of materials will be placed on a table. These materials include
Pepper
salt
Coconut
sugar
Icing sugar
Oats
Cocoa powder
The students will be given the opportunity to choose a material and observe its properties. They will be able to play with and explore the material using a magnifying glass and their senses. The students will complete an observation chart for this material. They will describe what the material looks feels and smells like (Appendix 4).
The teacher will then ask the students to choose another material from the table and complete the second column of the observation table.
Before mixing these materials the students will be asked to predict what the mixture may look, smell and feel like once mixed.
Finally the students will mix the materials together and complete the final column of the observation chart which asks the students to observe the physical changes of the materials.
While the students mix the materials together the teacher will question the students to further their learning.
Possible questions may include:
What has happened to the materials?
What looks different about the materials now?
When would you use this type of mixture in your life?
Why do we make homogenous mixtures?
Are you still able to see the individual materials in your mixture?
Are these materials easily mixed?
Are these materials easy or hard to separate? WHY? How?
Why do we make homogenous mixtures?
Through these questions teacher will used scientific vocabulary and will introduce students to the term ‘Homogeneous mixtures’. When students are discussing if the mixture is easy or hard to separate the teacher will inform the students that mixtures that well mixed and are harder to separate are called homogenous mixtures. When the individual materials in the mixture are harder to separately identify and are uniform in composition the mixture is Homogenous.
Conclusion (20 minutes) - Once the students have created and played with their mixtures they will create a representation of their experience. The teacher will set up a table with a range of materials for the children to represent their mixing experience such as glues, pencils, textas, solids used previously and other art materials.
|
Post-it-notes
Materials:
-Pepper
-Salt
-Coconut
-Sugar
-Icing sugar
-Oats
-Cocoa powder
Plastic cups x25 (reused throughout the unit)
Magnifying glasses x15
Plastic bowls x25
Paddle pop sticks x15
Spoons x15
Observation Chart x24
Glue
Pencils
Textas
Cellophane
Crayons
|
ST1-4WS
ST1-12MW
VAS1.2
MA1-1WM
EN1-10C
EN1-1A
EYLF 1,2,3,4,5
|
|
