This document provides a lesson about separating mixtures. It describes a scenario where students found a bucket containing a mixture of sand, nails, shells, and white crystals. The students drew a flowchart to help separate the materials. The flowchart showed that they first removed the shells by hand, then used a magnet to remove nails, and finally evaporated the water to isolate the white crystals. The document tests comprehension by asking questions about the separation process and flowchart.

1. What’s in the
Bucket?

2. COMPONENT 1:
SHORT
REVIEW

3. Q1. What would you
need to separate a
mixture of sand and
water?

4. Q2. When would
magnets be useful to
separate things?

5. Q3. What is the
difference between the
processes of
evaporation and
filtering?

6. Q1. What would you need
to separate a mixture of
sand and water?
Q2. When would magnets
be useful to separate
things?
Q3. What is the difference
between the processes of
evaporation and filtering?

7. Q1. What would you need
to separate a mixture of
sand and water?

8. Q1A

9. Q2. When would magnets
be useful to separate
things?

10. -useful in separating things made
of metal from other solids/ liquids
Q2A

11. Q3. What is the difference
between the processes of
evaporation and filtering?

12. Evaporation needs heat so that liquid evaporates
whereas in filtering, the solid is removed from the
mixture when you pour it in a filter paper thus the
solid stays behind.
Q3A
Evaporatio
n
Filtration

13. COMPONENT 2:
LESSON
PURPOSE/
INTENTION

14. that is for
learning
and when
answering
questions
in
science.
The
lesson is
about
drawing
and using
flow
diagrams
and how
important

15. COMPONENT 3:
Lesson
Language
Practice

17. What you measured (results)

18. COMPONENT 4:
Lesson
Activity

19. 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 nails,
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. They started by
picking out the large shells by hand.
The students drew the following
flowchart to help them work out what
to do next.

20. COMPONENT 4A:
Guess
Me…
(Word
recognition)

21. S I N L A
L H S E
L S A T
Y R Y C
L S
- small metals driven typically into wood with a
hammer
- Hard protective outer case of mollusks or
crustaceans
- minerals or gemstones
S

22. N A I L S
S H E L
T A L S
C R Y S
L S
- small metals driven typically into wood with a
hammer
- Hard protective outer case of mollusks or
crustaceans
- minerals or gemstones

23. COMPONENT 4B:
Q & A

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

25. COMPONENT 4C:
Q & A
(Continuation)

26. Q1. What equipment did the
students need for STEP 3?
Q2. What three processes of
separation did the students
use in their experiment to
separate out all different
materials in the bucket?
Q3. 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. COMPONENT 5:
Conclusion

28. Has this
lesson
helped you
to recall a
number of
different
separation
techniques
? I so how?
Has this
lesson
helped you
to better
understand
the use of
flow
diagrams?
If so, how?