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Science
Elsie Drynan
Grade 4
Makenzie Hintt
Lesson Title: Mixtures and Solutions
About 2 days, 45 minutes each day
Learning Targets
Students will
Students will
observations
Students will
Students will
observation
Students will
What is the difference between a mixture and solution and what are the
similarities?
Materials/Resources/Digital Media Needed:
Class discussion:
1. Large piece of construction paper to record student responses
2. Markers to write down student ideas
Teacher demonstration of mixtures and solutions:
1.
2.
3.
4.
5.
6.
6.
7.
8.
9.
Estimated
Time
10-15
minutes
Demonstration:
Teacher asks students to pay attention
carefully and to use their paper, pencil and
red writing utensil to draw or write about
what they observe while the teacher is
doing the demonstration.
Teacher does demonstration while students
draw (teacher puts food coloring in one
clear glass of water and puts glitter in
another clear glass of water and stirs both).
Teacher asks students to draw a picture of
what happened or to write an explanation of
what is happening and why. Students will do
this activity independently and not with
group members.
Next, teacher asks students to raise their
hand and verbalize the differences between
the two substances to the class. While
students individually share to the whole
group, teacher will write characteristics that
describe a mixture in one group and
characteristics of a solution in another
group (without telling students the grouping
rule, and not labeling the two categories
mixtures and solutions, to see if students
can figure it out during their experiment).
The characteristics will be written on large
construction paper and left up throughout
the whole experiment so students can use
the correct vocabulary and spelling.
To transition to the next activity, teacher
asks students to try and figure out the
rule for grouping these characteristics the
Estimated
Time
20-25
minutes
Estimated
Time
10 Minutes
Extend
Day 2
Estimated
Time
20-25
minutes
Estimated
Time
Day 2
15-20
minutes
Learning
Below
Targe
t
Target
See separate
page!
References
Just
Startin
g!
Approac
hing
Target
Getting
There!
At
Targ
et
Your
e
Ther
e!
Abo
ve
Targ
et
Im a
Star!
Assessment Rubric
Learning
Target
I can define
and identify a
mixture.
I can define
and identify a
Below
Target
D
Not complete
Not complete
Approachin
g Target
C
I have 1-2
characteristic
s and 1-2
examples
I have 1-2
characteristic
At Target
B
I have 2-3
characteristic
s and 2-3
examples
I have 2-3
characteristic
Above
Target
A
I have 3-4
characteristic
s and 3-4
examples
I have 3-4
characteristic
solution.
I can
correctly use
a Venn
diagram to
organize
similarities
and
differences
between
mixtures and
solutions
using the
vocabulary I
have learned
Students
Male
1
2
Female
X
X
X
s and 2-3
examples
I have filled
out the Venn
diagram,
missing a
few, and I
have
incorporated
some
scientific
vocabulary
Pre
3
4
Not complete
s and 1-2
examples
I have not
filled out the
Venn
Diagram
completely,
and I have
little to no
scientific
vocabulary.
Post
0
s and 3-4
examples
My Venn
diagram is
completely
filled out and
accurately
organized. I
have used my
scientific
vocabulary.
8
9
X
X
10
11
12
13
14
15
16
17
18
19
20
21
0
D
0
C
22
23
24
*Used the same rubric above for pre and post assessment. Only assessed first two
rows for the pre assessment. The 0s are for students who were absent during the
lesson or did not turn in their work.
Reflection:
Part IV:
What I noticed most while grading the pre-assessment and post-assessment
is that the students made a lot more observations during the pre-assessment, and
did not use these observations in their post-assessment. Very few of our students
were able to score over a C on their venn diagram. This could have been a result of
a lack of direction, leading to the students not understanding what was expected of
them. I did notice that all the females but one moved up a letter grade or two, from
the pre-assessment to the post-assessment. Where four males did not advance in
grades and only two males moved up two letter grades from pre-assessment to
post-assessment. Students were able to verbalize the differences in their
observations of mixtures and solutions, but that was not apparent in their venn
diagram. Unfortunately I did not grade their observations when the students did
their own experiments. Looking back I would have graded these because the
students performed far better then they did on their post-assessment.
I chose a females work as an example (see attached photos). As you can see
she was very detailed in her observations when Makenzie and I did the experiment.
She was then able distinguish between mixtures and solutions when doing her own
observations. I can see that she understood the differences, but then in the Venn
diagram she only lists one characteristic and the rest are examples of mixtures and
solutions. This was a common result for all students. When seeing that type of
commonality it is safe to assume that the class as a whole did not understand the
directions given by Makenzie and myself.
Part V:
In the future I would try to give direct instruction about what I expect to see
at the end of a science experiment. I feel as though I did a disservice to the
students by not being as direct as I could have been, which led to a lack of
participation in the Venn diagram. I think that the students understood more about
mixtures and solutions then the Venn diagram (post-assessment) showed. I like that
in the second round of teaching the lesson Makenzie was able to give the students a
word bank. I am curious to know what the post-assessments looked like for that
section (mine was from the first). I also think that I would go back and grade their
definitions instead of their Venn diagram, because this worksheet gave them a
chance to show what they know, and give examples of what a mixtures and what a
solution is. Overall, I think that our students learned a lot about mixtures and
solutions, but our post-assessment was flawed and did not show how much the
students had grown.
In the future I think I would begin to teach this class about forms of energy.
That would be the logical next step after making ice cream and fits into the Next
Generation Science Standards for fourth grade:
4-PS3D: Energy in Chemical Processes and Everyday Life
4-PS3-1: Use evidence to construct an explanation relating the speed
of an object to the
energy of that object.
4-PS3-2: Make observations to provide evidence that energy can be
transferred from
place to place by sound, light, heat and electric
currents.