Lesson Title: Separated

State Standard:2-4 The student will demonstrate an understanding of the properties of matter and
the changes that matter undergoes.

Indicator:2-4.4 Recognize that different materials can be mixed together and then
separated again.

Learning Objectives: Understand that two solids can be separated from one another.
Audience: Mrs. Johnsons second grade class
Terminal behavior: The students will be able to write down their observations on
how two solids can separate.
Conditions: Goldfish, chocolate, cheerios, paper towels, white board, marker,
paper, pencils, gravel, cups, salt, and shifter
Degree criteria: The students will be able to separate all their cheerios, chocolate,
and goldfish. They will also be able to write at least two facts and draw a picture.

Essential Questions: How can two solids be separated?

Materials:
Goldfish
Chocolate
Cheerios
Paper towels
White board
Marker
Paper
Pencils
Gravel
Cups
Salt
Shifter

Activities/Procedures:
1. Have the students come to the carpet quietly and ready to listen.
2. I will activate prior knowledge by asking them what a solid is.
3. Talk about how solids can separate. Use people demonstration
4. Next do gravel/salt demonstration. Tell them that salt and gravel are both solids.
a. Have a sup of salt and a cup of gravel
b. Pour one of the solids into the other cup and mix together
c. Using a filter, separate the salt and the gravel into the two cups again.
d. Discuss the fact that two or more solids mix together can be separated.
5. After that have the students quietly sit at their desks.
6. Show them the bag of cheerios, gold fish and chocolate and how they are all mixed
together.
7. Pass out paper towels and give them a handful of the mixture.
8. Have them separate what they have and go around and check it.
9. After I have checked it, they can eat their snack.
10. Have the students write down what their observations for the day.

Questioning:
Synthesis-How many ways can you separate goldfish, cheerios, and chocolate?
Evaluation-What do you think about solids being able to separate?
Application-Is it likely all solids can separate the same way?

Assessment:
I will know the students will have met the learning objectives because they will be able to
separate their snack and be able to write their observations. I will use a rubric. I will
reteach the ones that did not meet the learning objectives by giving them more examples
to do.

Closure:
How can two solids be separated? Today we talked about how solids can be separated.

Accommodations:
Visual- experiments are done
Auditory-everything is talked through
Kinesthetic-they get to do the cheerio experiment
Gifted-they can write more for their observations
ESL-compare it to lots of other examples
Physical-have a buddy with them to help separate for the cheerio experiment
Cognitive-show lots of examples

Integration:
Language arts can be integrated because they are writing about their observations





Assessment Rubric

1 2 3
Cheerios experiment Did not separate at all Separated some but
not all
Separated everything
Observations Has three
observations for both
but no drawing or
writing
Has three
observations for both
and either a drawing
or writing but only for
one of the
experiments
Has three
observations and a
drawing or writing for
both experiments