Observable Properties of Solids Lesson Plan Day 1
Observable Properties of Solids Lesson Plan Day 1
Observable Properties of Solids Lesson Plan Day 1
Lesson Content
SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on
observable properties of their parts such as particle size, shape, color, and magnetic
attraction.
Students will be able to sort solids based off of different observable properties.
I will use observations of how students sort their solids, the real-world question, and
formative assessments.
The teacher needs to know the difference between the different types of properties of
solids and the observable properties of solids (particle size, shape, color, and magnetic
attraction).
The teacher also needs to know the different ways of separating mixtures of materials:
Sieving: one way to separate based on size
Dissolving and filtering: when one solid can be dissolved and then the other does not,
you can filter that one out.
Teacher needs to know about magnetic attraction and that ferromagnetic materials can
be separated using a magnet from non-ferromagnetic materials.
Mixtures-2 or more substances mixed together to make what appears to be a single
substance.
Physical properties-describes a characteristic of a substance, is observable.
Real-world context-Recycling-use machines to sort using magnets, filters, and sometimes
people. (www.popsci.com/technology/article/2013-07/how-it-works-recycling-machinesseparate-junk-type )
What background
knowledge is necessary for
a student to successfully
meet these objectives?
Students need to know what solids are and the different observable physical properties
that solids have.
Students need to know how to sort.
Students need to know what magnetic attractions are.
Students need to know how to determine size, shape, color, and magnetic attraction of a
solid.
Students will need to know about static electricity.
2. Particles possess the same properties as the materials they compose. For example,
atoms of copper are "orange and shiny", gas molecules are transparent, and solid
molecules are hard.
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Lesson Implementation
5 Es
Engage: Day 1: Students will think about recycling and how the solid mixtures are
separated and write in chart in science notebook. We will discuss ways they brainstormed
and discuss how they will sort the materials based off their physical properties.
Day 2: Review previous day. Probe about how to separate salt and pepper mixture.
Explore: Day 1: Students will perform an open sort with Chex mix and paperclips/crayons
and classify their sort based off of physical properties.
Day 2: Students will separate salt and pepper with static electricity using salt and pepper
mixture, plastic spoons and piece of wool cloth. Students will classify their groups with
sticky notes.
Explain: Day 1 and Day 2: Gallery Walk and discussion about properties. Students will
create list of physical properties in science notebooks and teacher will do so on board.
Discuss key vocabulary: Mixture, physical properties, static electricity
Extend: Day 2: Real-world question for students to answer about sorting solids in the
building industry.
Evaluate: Performance-based assessment
Time
Who is
Each content area may require a different step-by-step format.
responsibl Use whichever plan is appropriate for the content taught in this
e
lesson.
(Teacher
12:40or
12:42
Students)
1. (Engage) Students will think about recycling.
12:42?
2. (Engage) Students will explain how they think the solid
12:45
Students
mixtures of recyclables are separated and write in science
Students
notebook. We will discuss ways they brainstormed.
3. (Engage) Teacher will show some of the ways and
12:4512:47
12:4712:55
Teacher
Students
Teacher
Students
12:5512:58
Teacher
Students/
Teachers
12:58-1:05
Students
1:05-1:13
Teacher
Students
1:13-1:16
Teacher
Students/
Teacher
1:16-1:30
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
How will you differentiate instruction for students who need additional
language support?
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Science Notebooks
Magnets (5)
Chex mix
Paperclips
Crayons
Paper plates (5)
Sticky notes (at least 20)