Susan Reyna

ELE 301-02: Dr. Conte

Edgewood Elementary School, 5th grade
Mixtures and Solutions Unit: Lesson #3: Separating Sand and Salt

1. Separating Sand and Salt, 5
th
Grade
2. Lesson Essential Questions: What is solubility? What is solute? What is a
solvent? What is dissolving? What is filtration?
3. Standards:
NJ Core Curriculum Content Standards:
5.1.4. D.1 Actively participate in discussions about student data, questions, and
understandings.
PA Core Curriculum Content Standards:
5.A.1.1.1: Explain how certain questions can be answered through scientific
inquiry and/or technological design (e.g., investigate to find out if all clay or foil
boats designs react the same when filled with paperclips).
B. Assessments/Goals:
Assessments:
Teacher observation
Science journals
Goals:
Make a mixture of sand and salt and use the difference in their solubility to
separate them.
4. Time: 45-50 minutes
5. Materials:
Optional: Strainer
Salt (60 mL)
Sand (60 mL)
Magnifying glass
Jars with lids (2)
Graduated cylinder (100 mL volume) or measuring cup.
Water
Spoons (2)
Coffee filter
Funnel
Science journals
6. Prior Knowledge: Students will have an understanding of what a mixture
and solution is. Students will have a basic understanding of the
terms/definitions of filtering and dissolving.
7. Lesson Beginning:
The teacher will ask recall questions about the previous lesson:
o What is a mixture? What is a homogenous mixture? What is a
heterogeneous mixture? What is a solution? How are mixtures
separated?
The teacher will state the following: have you ever mixed together salt
and sand? It is fun to see how all of those tiny grains of salt and sand mix
together! But what if you had to separate them out again? Do you have
nightmares of tiny tweezers, a magnifying glass, and hours spent picking
grains of salt and sand apart? Do not be afraid, there is another way! In
todays investigation, we will use the differences in solubility between salt
and sand to find out the simple "solution" to this problem.
Next, the teacher will define the following terms: (Students will be asked to
take down the definitions/notes in their science journals).
o Solution
o Solubility
o Solute
o Solvent
o Dissolve
o Filtration
Ask students: "How can you separate a salt and sand mixture?" Have
students write their hypothesis in their science journal before beginning
experiment.
8. Instructional Plan:
1) Lesson Beginning
2) As a class, we will examine salt and sand closely and make some initial
observations. The teacher will place some salt and sand on a napkin or
piece of paper and using a magnifying glass, students will make
observations and draw what they see. (What do you notice?) Students will
be asked to make a data table in their science journals to record their
observations, in the Observations before mixing row.
o Note: If your sand has a lot of debris in it, use
a strainer to purify it and make your
observations again.
3) In one of the jars, add 60 milliliters (mL) (or 1/4
cup) of salt, and 60 mL of coarse sand.
4) Put the lid on your jar and shake until the salt and
sand are completely mixed together.
5) Using a magnifying glass, students will look closely
at the mixture. (What do you notice? Can you still
see the individual grains of salt and sand?) Students will be asked to
record their observations in the data table in their science journals, in the
"Observations of the mixture" row.
6) The teacher will pour 120 mL (or 1/2 cup) of hot water into the jar. Next,
the teacher will carefully stir the jar with a spoon.
7) Using a magnifying glass, the teacher will direct students to look closely at
the solution. (What do you notice? Can you still see the individual grains of
salt and sand?) Students will be asked to record your observations in your
data table, in the "Observations after adding water" row.
8) The teacher will place a coffee filter in the funnel and place the funnel on
top of the second jar to make a separation apparatus, as shown in Figure
1 below.




9) The teacher will slowly pour the solution over the filter, being careful not to
pour too much at once. As the solution seeps through the filter, let it
collect in your jar.
10) The teacher will state: Now looking at the coffee filter, what do you
see? Students will record their observations in their data table, in the
"Observations after separation" row.
11) Next, the teacher will carefully use the graduated cylinder or measuring
cup to measure the amount of salt and sand you ended up with. Do
these amounts match the amounts you started with? (Hint: See step 2.)
Why do you think this happened? Tip: If you use the graduated cylinder to
do this, you may want to use the funnel (without the filter) to help pour the
salt and sand grains into the graduated cylinder.
9. Differentiation: Students will be working in groups created by the teacher
based on skill level/behavior, students will be given different lab roles based
on differing skill levels in the classroom, and students with special needs will
be given extra assistance and time.
10. Classroom Management/Transition:
a. Class Dojo
b. Thumbs up, thumbs down
c. Lab Team Roles
d. Popsicle Sticks- name randomizer
e. Music for transitions
11. Closure: Students will go back to their journals and draw illustrations next to
their observations and help clean up.