A Physical Science Lesson:

Hands-on Activity on Matter:

​Homogenous Mixtures and Heterogeneous Mixtures
Unit​: Matter-Properties and Changes Topic​: Mixtures

Aim​: How are mixtures classified and what are the different techniques we can use to separate them?

Do Now​: Identify each of the following as either an element or a compound:

NaCl, H2O, N, Fe, CO2

Motivational opening​:
In this unit, we’ve been talking about matter and classifying the different types. Together as chemists, we want
to be able to classify all different types of matter. Yesterday we talked about elements and compounds but that
is not enough to classify all the different types of matter in the universe. Scientists want to classify the world
around them. Just like how biologists work together to classify living and non-living organisms, together as
chemists we want to figure out even more ways of classifying matter.

mystery matter: Give students a chocolate chip cookie in a paper bag. What is it made of? Think about the
combination of ingredients and contents in this cookie.

What were the different processes that were needed to make this cookie? Eggs, flour, milk, etc. were put in a
mixing bowl, mixed, and put in the oven to bake/

So to get this cookie, we had to combine different substances. We will be talking more about different
combinations that we are exposed to everyday. Can someone read the aim?

Materials:​ Hot plate, Water, Salt, Rice, Magnets, Coffee filters, plastic cups, plastic bowls, 4 stainers, 4
funnels, beaker, Black Pepper, iron fillings, cork board, raisin bran

Performance objectives:
● Students will be able to describe homogeneous and heterogeneous mixtures by verbalization.

● Given a number of various samples, students will be able to classify the different types of mixtures by
distinguishing them as either homogeneous or heterogeneous.

● Students will be able to separate homogenous and heterogenous mixtures by performing several separation
techniques.

Standards​: NYS Science Standards

MS-PS1-8. Plan and conduct an investigation to demonstrate that mixtures are combinations of
substances.​ [Clarification Statement: Emphasis should be on analyzing the physical changes that occur as
mixtures are formed and/or separated. Examples of common mixtures could include salt water, oil and vinegar,
and air.] [Assessment boundary: Assessment is limited to separation by evaporation, filtration and magnetism.]

Safety and Disposa​l: Unused leftover resources can be reused for other activities (stored in a cool, dry, area);
used materials can be regularly disposed down the drain or in a trashcan

Vocabulary:
Mixture​: ​is a material containing two or more elements or compounds that are in close contact and are mixed
in any proportion.
Homogeneous​: ​is a mixture that has the same uniform appearance and composition throughout its mass.
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Heterogeneous​:​ is a mixture that consists of visibly different substances or phases.
Development of the lesson:

What the teachers do What the student does

1. Put up Do now, Aim, and HW. 1. Students start Do Now.

2. Review Do Now and provide feedback 2. Students think

3. Motivational opening 3. Students answer questions and articipate

4. Have students read aim. 4. Students read the aim

5. I explain/define what are mixtures are 5. Students listen

6. Provide samples: salt, water, saltwater, rice and 6. Students take samples.
water.

7. Activity 1 = Students will distinguish if salt, water,
rice + water and saltwater samples in front of them
are mixtures or not. Ask everyone to return the
materials to the front of the classroom once they
have completed identifying the mixtures.
7. Students think, pair, and share. Return the
materials back to the front right after they have
finished

8. Teacher clarifies in group discussion: If salt and 8. Discuss as a whole class

water are not a mixture then what are they?
Compounds because in salt Na and Cl are chemically
bonded together, the same can be applied for
water. What makes saltwater and rice + water a
mixture? It is two substances that are mixed
together that are not chemically bonded. In
saltwater, when you mix salt and water, a physical
change occurs.

9. Introduce the two types of mixtures. We start 9. Students listen and take notes.
mini-lesson on homogeneous and heterogeneous
mixtures. Explain differences in particle distribution
of heterogeneous and homogeneous mixtures.

10. Activity 2 = Have students distinguish mixtures as 10. Students think, pair, and share. Students must
either homogeneous or heterogeneous. Ask identify whether the mixtures are homogeneous
students to grab materials. Have students return or heterogeneous. Return the materials back to
the materials to the front of the classroom. the front right after they have finished

11. Check student understanding = Ask each group 11. Discuss as a whole class. Justify reasoning.
about a specific sample and what they’re
classifications were. Have students justify their
reasoning. Then teacher or other student can clarify
if other groups did not classify samples properly

12. Start mini-lesson on separation and separation 12. Students listen and take notes
techniques, explaining which tools are used for
what
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 13. Model separation and explain the task ​- water 13. Students participate
boiling? Or just one of the simpler ones?

14. Have students obtain materials 14. Students get materials

15. Time students as they do the task. Which 15. Students compete to find the most efficient
techniques are most efficient in separating? methods. Fill out a worksheet identifying
whether the mixtures are homo or hetero and
their process

16. Bring class together and ask what methods they 16. Students explain
used for each. ​Do we need to collect materials first?

17. Wrap up teacher demonstration: Salt and pepper 17. Students think of a way to separate the mix
separation - two step process. Ask students to walk
you through the process.

18. Answer the aim 18. Answer the aim

19. Read the homework 19. Read the homework

20. Give exit ticket 20. Do the exit ticket

Differentiated Instruction​: N/A

Summative Assessment​: Exit ticket = 3,2,1 exit slip 3 ways to separate a mixture, 2 types of mixture
(describe these types), 1 example of each kind of mixture in my life

Homework​: N/A

Notes for Revision​: N/A