The document is a science lesson plan about separating mixtures. It includes an activity where students use a flow chart to separate materials in a bucket containing sand, nails, shells and crystals. The students start by removing the large shells by hand. They then filter the mixture to separate the sand. Next, they use a magnet to remove any nails and heat the remaining mixture to separate the crystals through evaporation. The lesson teaches students about using flow charts to summarize processes and different separation techniques including filtration, magnetism and evaporation.

1. NATIONAL
LEARNING CAMP
GRADE 7 SCIENCE LESSON 2
Legislative District 4
Dorganda High School

4. She sells sea shells by the
sea shore.
The shells she sells are surely
sea shells.
So if she sells shells on the seashore,
I’m sure she sells seashore shells.

5. Short Overview

6. Short Review
What would you need to separate a mixture
of sand and water?
When would magnets be useful to separate
things?
What is the difference between the processes
of evaporation and filtering (filtration)?

7. Lesson Purpose and
Intention

8. Lesson Purpose and Intention
 Scientists use flow charts to summarize
the processes in separating substances.
 Drawing and using flow diagrams
 Understand several techniques in
separating mixtures
 How important that is for learning and
answering questions in Science

9. Lesson Language
Practice

10. Describe the flow diagram below that
shows a way that scientists often use for a
procedure that includes a number of steps.

11. A:
B: What to do/or method
C:
D: What you learned/conclusion

12. Lesson Activity

13. 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 nail, some large
broken shells and some white crystals. The students wanted to find out
what the white crystals are. 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.

14. Flowchart – Steps in the Process of Separation

15. Q1: What piece of equipment did the
students need to do (use) in STEP 1?
Q2: What two things did the students
need to do in STEP 2?
Q3: How would the students be able
to separate the white crystals from
the water?

16. WHO WILL
ANSWER?

17. Question 1:
What piece of
equipment did the
students need to
do (use) in STEP
1?

18. Question 2:
What two
things did the
students need
to do in STEP
2?

19. Question 3:
How would the
students be able to
separate the white
crystals from the
water?

20. 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 nail, some large
broken shells and some white crystals. The students
wanted to find out what the white crystals are. 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.

21. Q4: What equipment did the students
need for STEP 3?
Q5: What three processes of separation
did the students use in their experiment
to separate out all the different materials
in the bucket?
Q6: What if the students mixed up
the steps and did STEP 2 instead of
STEP 1 to begin their experiment?
How could they fix up their mistake?

22. Question 4:
What equipment did the
students need for STEP
3?

23. What equipment did the students
need for STEP 3?
a Bunsen or something to heat
up the mixture or they would
need an evaporating basin or
dish to heat.

24. Question 5:
What three processes of
separation did the students
use in their experiment to
separate out all the different
materials in the bucket?

25. 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

26. Question 6:
What if the students mixed
up the steps and did STEP 2
instead of STEP 1 to begin
their experiment, how could
they fix up their mistake?

27. What if the students mixed up the steps and did
STEP 2 instead of STEP 1 to begin their
experiment, how could they fix up their mistake?
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.

28. Lesson Conclusion

29. Question 1:
Has this lesson helped
you to better understand
the use of flow
diagrams? If so, how?

30. Question 2:
Has this lesson helped you
to recall a number of
different separation
techniques? If so, how?

31. Submit your worksheets.