The lesson aims to teach students how to separate mixtures using different techniques like magnetic separation, filtration, and evaporation. Students will be challenged to separate a mixture containing iron filings, sand, and salt using these specific methods in the correct order. To assess learning, the teacher will observe students developing a plan of attack and carrying out the challenge, then have students summarize the separation process in a worksheet for homework. The activities allow students to apply what they have learned about separating mixtures over the past two lessons.

1. Unit/Topic/Title: The material world / separating mixtures
Achievement Objectives: (2-3 achievement objectives selected from the NZC science learning
area which the lesson addresses. There must have be at least one from the NoS strand. Identify the
strand, level and achievement aim. Write out in full))
The nature of Science – Investigating in science: Ask questions, find evidence, explore simple
models, and carry out appropriate investigations to develop simple explanations.
The material world – Group materials in different ways, based on the observations and measurements
of the characteristic physical and chemical properties of a range of different materials
Key Competencies: Thinking; Using language, symbols and texts; Managing self;
Relating to others; Participating and contributing (highlight teaching focus).
Science Background Information: What science do I need to know?
The students need to know the different separating techniques we have been looking at over the last
2 lessons in order to carry out the challenge for this period.
They need to come up with a method to separate a mixture containing: iron filings, sand, and salt.
They will need to firstly extract the iron filings using magnetic separation.
Next they will need to add water to the mixture to separate the sand from the salt by using the
filtration method.
Lastly, they will need to allow the water to evaporate so they can collect the salt.
Specific Learning Outcomes:
(What science do I want the students to learn?)
By the end of the lesson, students
will be able to:
Use a variety of separating techniques
to separate one mixture.
Achievement Criteria:
(How will I know student have learned the
science I want them to learn?)
By the end of the lesson students
can:
Apply the different methods in a
particular order to separate the given
mixture.
1) Magnetic separation
2) Filtration
3) Evaporation
Assessment methods (your data gathering methods)
How are you going to find out if the students have achieved the learning as defined in the SLO’s and
achievement criteria? E.g. Appraising the way students complete the prescribed tasks; listening to
their discussions and evaluating their discussion outcomes; listening to their verbal descriptions and
their class/group participation and comparing this data with the achievement criteria.
I will listen to the students’ plan of attack before letting them lose to carry out the challenge.
I will also walk around the room whilst the students are carrying out the challenge to see how they are
going.
Date: 7/6/13 Class: Sci Yr9 Time : 12:25 – 1:20 N/- students: 27

2. Learning Activities (in sequence)
Time line
10mins
Introduction
(Review / focus / starter activities, student views, key questions;
Share learning intentions and achievement criteria in students’ speak e.g.
Today we are learning to … ; we will know this when … )
Teacher Moves
Today, in groups you are going
to apply a number of separation
techniques we have learnt over
the past two lessons.
We will have learnt successfully
when we can separate the
following mixture into its three
separate components.
Starter activity
In groups I want you to discuss
how you would separate a
mixture containing sand, salt
and iron filings. Try and come
up with a method that you think
might work.
Student Moves
Students listen.
Students discuss and come up
with a method.
Main Activities (attach notes, Power Points, developed resources)
Time Line
40mins
Teacher Moves
Challenge:
I have set up a mixture of sand,
salt and iron filings for each
group.
In your groups I want you to
separate this mixture into their
individual components: ie,
sand, salt and iron filings.
I will walk around the class
room observing and seeing if
any of the students need help.
Student moves
Students listen and carry out the
group challenge.
Students have the opportunity to
ask me questions.
Closure/Finishing (Revisit learning intentions and success criteria; strategies to wrap up, reflect
on learning,)
Timeline Teacher Moves Student Moves

3. 5mins Closing activity:
I will hand out a worksheet for
the students to fill in which
summarizes what and how
they separated the mixtures.
They will need to finish this for
homework.
Students fill in the worksheet
summarizing the lesson.
Materials / Resources / Equipment required
Evaporating dishes
Magnets
Salt, sand and iron filing mix
Filter paper
Funnels
Tripods, bunsens, gauze mats
Safety considerations
Keep the Bunsen on a yellow flame when not in use.
References