9. Answer:
Evaporation is the process when heat
is applied in a solid and liquid mixtures
for separation
Filtration is the process of separating
solid and liquid mixtures using filtering
materials.
12. Lesson Purpose and Intention
The lesson is about using flow
charts to show the processes in
separating mixtures
How important that is for learning
and answering questions in
Science
17. What’s in the bucket?
● A group of high school students were playing
on the beach and found a small bucket of
some interesting materials.
● The students found that the bucket contained a
lot of sand but also some small nails and some
white crystal. The students wanted to find out
what the white crystals are.
18. What’s in the bucket?
● Their problem was to separate the mixture
of materials in the bucket down to the
white crystals.
● The students drew the following flowchart to
help them work out what to do. They started
by picking out the large shells by hand.
19. Flowchart – Steps in the Process of Separation
STEP 1
Separate the mixture using magnet
(sand, small nails, and some white
crystals)
STEP 2
Separate the remaining mixture using
strainer (filtering materials)
STEP 3
Separate the remaining mixture using
heating (evaporation)
20. Class Activity
Mechanics:
1. The teacher asks a volunteer to come in front, look into the
bucket and separate the nails using a magnet.
2. The teacher asks another volunteer to filter the white crystals
from the sand.
3. The teacher with the campers observing will then separate
the remaining mixture through evaporation yielding the
white crystals as a result.
21. Flowchart – Steps in the Process of Separation
STEP 1
Separate the mixture using magnet
(sand, small nails, and some white
crystals)
STEP 2
Separate the remaining mixture using
strainer (filtering materials)
STEP 3
Separate the remaining mixture using
heating (evaporation)
Nails were removed from the mixture
Sands were removed from the mixture
White crystals
26. What two things did the students
need to do in STEP 2?
need to add water; and
filter the sand out.
27. Question 3:
How would the students
be able to separate the
white crystals from the
water?
28. How would the students be able to
separate the white crystals from the
water?
need to heat the solution of
white crystals to drive off the
water and
then they would be left with the
white crystals.
30. What equipment did the students
need for STEP 3?
Any container that holds
liquid mixture
(For laboratory: Bunsen
burner, evaporating dish)
31. Question 5:
What three processes of
separation did the
students use in their
experiment to separate
out all the different
materials in the bucket?
32. What three processes of separation did the
students use in their experiment to separate
out all the different materials in the bucket?
Filtration Evaporation Magnet
33. Question 6:
What if the students
mixed-up step 2 instead of
step 1, what do you think
might happen?
34. What if the students mixed-up step 2 instead
of step 1, what do you think might happen?
If the students added the water in STEP 1
then they could still filter out the sand
and the nails, but the nails would
probably tear the filter paper.
They would still have to use the magnet
to get rid of the nails.
36. Activity: Pass the Ball
Mechanics:
1.The students will form a circle.
2. A ball will be passed among the
students while the music plays.
3. When the music stops, the student
holding the ball will be required to
answer the question.
4. Repeat for the two succeeding
questions.
37. Question 1:
Has this lesson helped
you to better
understand the use of
flow charts? If so, how?
38. Question 2:
Has this lesson helped
you to identify the
different separation
processes? If so, how?
Ask students to volunteer to read out their answers, giving positive feedback. Read out a sample answer for all students to listen to and write down.
Ask students to volunteer to read out their answers, giving positive feedback. Read out a sample answer for all students to listen to and write down.
Ask students to volunteer to read out their answers, giving positive feedback. Read out a sample answer for all students to listen to and write down.
We want to be sure we know and understand about several separation techniques for mixtures
Ask the students to complete the flow chart by filling in the blank boxes marked A and B in the table.
Give encouragement to students’ answers.
What to achieve? – Aim
What to do? – Method
Gathering and tabulating of data- Results
What you learned? - Conclusion
Refer students to the main lesson stimulus and read out the text.
Ask students to reads the text to themselves.
Ask the students if there are words that they are not familiar with and give descriptions of any words that may be problematic.
Ask the students if there are words that they are not familiar with and give descriptions of any words that may be problematic.
Refer students to the main lesson stimulus. Read out the written text. Ask the students if there are words that are not familiar and give descriptions of any words that may be problematic.
The teacher will prepare the materials to be used in the activity.
The third step is done by the teacher for safety reasons.
The teacher employs duck race app to identify the students to answer the questions. If the student is unable to answer, repeat the race again to call another student.
https://www.online-stopwatch.com/duck-race/?countdown=00:00:03
Answer: The students needed a magnet to separate out the nails from the rest.
Answer: The students needed a magnet to separate out the nails from the rest.
Answer: The students would need to add water and then filter the sand out.
Answer: The students would need to add water and then filter the sand out.
Answer: The students would need to heat the solution of white crystals to drive off the water and then they would be left with the white crystals.
Answer: The students would need to heat the solution of white crystals to drive off the water and then they would be left with the white crystals.
Answer: They would need a Bunsen or something to heat up the mixture or they would need an evaporating basin or dish to heat.
Answer: They used the processes of filtration, evaporation, and the use of a magnet
Answer: They used the processes of filtration, evaporation, and the use of a magnet
Answer: If the students added the water in STEP 1 then they could still filter out the sand and the nails but the nails would probably tear the filter paper.
They would still have to use the magnet to get rid of the nails.
Use flow diagrams to summarize the processes of separation and describe several separation techniques
It can be helpful to explain to students that it is good learning technique to look for answers that might be given in a text or stimulus. This also helps understanding what is needed to answer questions.
The focus of this lesson was to use flow diagrams to summarize the processes of separation and describe several separation techniques.
Ask students to answer the following questions either by class discussion or writing the answers in their worksheet.
Let students know that good learners reflect on their learning.
The focus of this lesson was to use flow diagrams to summarize the processes of separation and describe several separation techniques.
Ask students to answer the following questions either by class discussion or writing the answers in their worksheet.
Let students know that good learners reflect on their learning.
