SHAKE IT UP!
Grades 4 - 5
In this lesson students will learn the three types of mixtures
through the use of interactive video. Students will then experiment making
mixtures using a variety of ingredients, while observing, comparing and
contrasting, and identifying the types of mixtures.
"Take a Look - Lesson 111: Mixtures"
Students will be able to:
- Identify the 3 types of mixtures
- Analyze the differences between mixtures
- Record data from experiments and observations
Per Class Group
- Ingredients for mixing
- bubble bath
- chocolate milk powder
- instant hot cider
- ice tea mix
- Kool Aid
- powdered ginger
- peat moss
- talcum powder
- paint powder
- orange juice with pulp
- Clear plastic cups - 2 per student
- Ginger ale (Optional: sugar cane, ginger root)
- Measuring cups and measuring spoons for shared use
- Paper towels for spills or clean-up
- non-mixing mixture
The teacher will have on a table for each student a clear plastic
cup, a container with a secret ingredient (identify each ingredient with
a different number written on the lid), a container of water, measuring
cups and measuring spoons, a stirrer or spoon, and worksheets.
Teacher says, "Today we are going to learn about what a mixture is
and the types of mixtures." Ask, "Does anyone know what a mixture
is?" Acknowledge answers. Teacher says, "Before we begin our experiment,
a rule all scientists live by is to never put in their mouths materials
they are experimenting with. Your first task will be to measure 1 cup of
water into your measuring cup and then pour it into the plastic cup. Look
at your secret ingredient and make a prediction about how it will mix into
the water. Record this on your Mixture Worksheet. Don't forget to write
down the number of your secret ingredient. Then measure 1 tablespoon of
your secret ingredient and add it to your water. Use a stirrer/spoon to
mix your mixture. Record on your worksheet what you notice after just having
mixed your mixture. This will be your first observation. Now we will wait
2 minutes to write our next observation. Watch your mixture and I'll let
you know when you can record your second observation.
Wait several minutes for this.Teacher asks, "Class, did all ingredients
mix well with the water? What did you notice?" Teacher acknowledges
To give students a specific responsibility while viewing, ask
students to look for the mixture they made, listen for the name and definition
of each mixture.
Teacher says, "Now we will watch the video to see if we
can identify any of your mixtures on the video. Raise your hand if you think
this is your mixture."
START video at the title "Mixtures" - "Everyday you
see many different mixtures."
PAUSE the video after, "That's because it's made of oil and
vinegar," to ask students, "Did anyone have the first mixture
seen on the video (oil and water)?" Allow for student responses. "Now
let's find another mixture someone made. Hold up your plastic cup if it's
PAUSE the video after "look at the chocolate milk I made."
Ask students, "Does anyone think they made this mixture (water and
chocolate)?" Students respond.
To give students a specific responsibility while viewing, ask students to
record the name of each type of mixture and its definition on individual
worksheet. Teacher says, "Now listen for the word which explains what
type of mixture chocolate milk is. Raise your hand if you hear the word."
PAUSE video after "chocolate milk is a suspension." Teacher
asks, " What is chocolate milk?" Students answer. "Now write
the word suspension on your worksheet as our first type of mixture."
For student clarity, teacher can hold up card with the word "Suspension"
written on it. Teacher says, "Now let's listen closely to understand
what a suspension is."
PAUSE video at "but eventually they either settled to the bottom
or float to the top." Teacher says, "Does anyone think they mixed
a suspension. Hold up your experiment. Can someone restate what a suspension
is? Now, can you write what a suspension is on your information sheet. "
Allow students time to write definitions. "Any guess about what ingredients
it may be?" Acknowledge answers.
REWIND video back to "look at the chocolate milk I made."
RESUME video and MUTE to allow teacher to present information
in Spanish for bilingual students. PAUSE video at same last PAUSE
Teacher says, "A suspension is one type of mixture. Can you name another
type? Raise your hand when you think you know what it is."
PAUSE after "it's called a solution." Teacher checks students
for word recognition. Teacher says, "Write on your worksheet 'solution'
as the 2nd type of mixture." Again, teacher holds up word card for
solution. "Now. let's listen for what a solution is to discover if
any of you mixed solutions."
PAUSE after " the fertilizer and water mixes together very evenly.
The fertilizer is said to dissolve in the water." Teacher checks for
student comprehension about what is the definition of a solution. "Does
anyone have a solution? Please hold it up. How does this differ from a suspension?
Now write down the definition of a solution."
REWIND video back to "but eventually they either settled to
the bottom or float to the top."
RESUME video and MUTE to allow for Spanish translation. PAUSE
at last PAUSE point.
Teacher says, "Now Jeffrey is going to experiment with salt and pepper.
Let's predict what may happen. What will happen to the salt mixture? pepper
mixture? " Acknowledge students responses. "Let's observe what
PAUSE after "You're having the fruit drink so you're having
a solution," so students can evaluate predictions. "Compare the
salt and pepper mixtures. Now we are missing the last type of mixture. Let's
listen to see if we can figure out what it is."
STOP after "that's a lot of mixtures for one dinner." Teacher
inquires , "Who remembers the last mixture? Please record this on your
worksheet." Allow time for student writing. "Does anyone have
a sample of the non-mixing mixture?"
REWIND video back to "You're having the fruit drink so you're
having a solution."
RESUME video and MUTE for purpose of Spanish translation.
STOP video after " That's a lot of mixture for one dinner."
Now, let's look at all the mixtures we made. I'll say the number
of the secret ingredient. Hold up the glass if your number is called. Then
we can decide what type of mixture it is. Lastly, I'll tell you your secret
ingredient. Remember to tally your information on your Class Experiment
chart. You will need it later to graph your results.
Teacher goes in numerical order through the list of secret ingredients and
allows students time to tally information of the worksheet titled "Class
PRE-VIEWING ACTIVITY II
After tallying is complete, teacher passes each student a glass of ginger
While we refresh ourselves, let's learn about the drink you're enjoying
right now. Can you guess what you're drinking? What type of mixture is it?
FOCUS FOR VIEWING II
To give students a specific responsibility while viewing, ask students
to list ingredients in ginger ale and observe the process of a consumable
solution being made.
VIEWING ACTIVITY II
As students are drinking the ginger ale, teacher says to students, "Raise
your glass when you hear the name of an ingredient on the video which is
in ginger ale."
PAUSE after "one of its ingredients is sugar" to validate student
responses of glasses held up. Teacher says, "Correct. Originally sugar
comes in the form of sugar cane. Here's an example of sugar cane."
Show sugar cane to students. "Now let's pay attention to find other
PAUSE after "the other main ingredient is ginger" to again
validate responses. Teacher says, "Great. Here is a piece of ginger
root. Can you analyze what other ingredients make up ginger ale? Acknowledge
answers. "Let's see if your predictions are accurate."
PAUSE after " large steel containers are used to mix ground
up ginger, sugar and lemon flavoring" to see if glasses are raised.
Teacher asks, "What flavoring was used? Anything else in ginger ale?"
PAUSE after "Carbon dioxide is added to make it sparkle. The
ginger ale is ready to be bottled and labeled." Teacher checks for
the naming of the last two ingredients (water and carbon dioxide). Teacher
instructs students to watch the rest of the process of making ginger ale.
STOP after "Next time you drink soda pop, try to figure out
what was mixed together to try and make it."
POST-VIEWING ACTIVITY II
"Now we are going to design a graph which will record our class experiment
results. You may make either a pictograph or a bar graph. Remember, we are
recording the number of mixtures, solutions and suspensions. First we need
to refer to our Class Experiment Sheet. Please count the numbers in each
kind of mixture and write a tally at the bottom of that sheet. Now you have
the data you will need for your graph."
Teacher passes out graph paper and colored pencils.
"If you are using a pictograph, think about a simple drawing or symbol
which could represent each mixture. Using a bar graph, you may want to use
various colors on your graph."
Students design their respective graphs. When they are finished they can
share their designs with the class.
1. Have students write letters to beverage companies to find
out what ingredients are in their respective mixtures. Prior to sending
out letters students should record predictions about their ingredients,
and when answers are sent back to students they can confirm or deny predictions.
2. Write to a cooking school to invite a chef to visit the class to speak
about mixtures used in food preparation.
Using a pipette/eye dropper, drop one drop of oil into a clear jar of colored
water. After students observe what happens to drop, have them create a poem
about what they saw.
Have students decide to test 4-5 items they bring from home as a group.
Use a different liquid (not water), and test these ingredients in these
liquids. Have students change the amount of liquid to see if there is difference
in type of mixture (1/4 cup, 1/2 cup). Have students measure different amounts
of the added ingredient to the liquid to see what happens is a mixture is
more concentrated. Record measurements used and keep a tally of the results.
1. With adult supervision, have students replicate this experiment at home
using a variety of ingredients and different liquids. They will need to
record observations on a data collection sheet, and graph their results.
Students can report back to class and share their findings.
2. Using a mixture of oil and colored water in a clear plastic bottle/jar,
students can build their own model of a non-mixing mixture, known as a Wave
Art Challenge students to draw the results of their experiments,
either the ones done in class or the ones done at home.
Chemistry for Every Kid, Janice Van Cleave
Simple Chemistry, Neil Ardley (Action Science Series)
Chemistry, Dr. Ann Newmark (Eyewitness Series)
Science Experiments You Can Eat, Vicki Cobb
Adventures with Atoms and Molecules, Robert Mebane and Thomas Rybolt
333 More Science Tricks & Experiments, Robert Brown
MASTER TEACHER: Amy Swartz
Click here to view the
worksheet associated with this lesson.
Lesson Plan Database
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