Science Unit Lesson 5

ED 345 Calvin College Lesson Planning Form
Teacher:
Max Crimp
Mixtures, and Solutions
Date:
Subject/ Topic/ Theme: Science Single Substances,
I. Objectives
What is the main focus of this lesson? Students will explore single substances, mixtures, and
solutions. They will explore the similarities and the differences between single substances,
mixtures, and solutions, as well as their attributes.
How does this lesson tie in to a unit plan? (If applicable.) This the fifth and final lesson in the
students first science lesson.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
S.IP.02.11
Make purposeful observation of the natural world using the appropriate senses.
S.IP.02.12
Generate questions based on observations.
S.IP.02.13
Plan and conduct simple investigation
S.RS.02.11
Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and
activities.
S.RS.02.13
Recognize that when a science investigation is done the way it was done before, similar results are
expected.
S.RS.02.15
Use evidence when communicating scientific ideas
P.PM.02.12
Describe objects and substances according to their properties (color, size, shape, texture, hardness, liquid
or solid, sinking or floating)
P.PM.02.41
Recognize that some objects are composed of a single substance (water, sugar, salt) and others are
composed of more than one substance (salt and pepper, mixed dry beans)
II. Before you start

Prerequisite knowledge
and skills.
Assessment
(formative and
summative)
Students will need to build off of their previous knowledge learned during
the previous four lessons in the unit.
Students will be creating a flipbook, which will count as an exit slip,
representing single substances, mixtures, and solutions. Students will also
be participating in large group discussion regarding single substances,
mixtures, and solutions.
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
STRATEGIC
AFFECTIVE
Options for Perception
Multiple Means of Expression

(Action)
Options for action/interaction
Multiple Means of
Engagement
Options for recruiting interest
Students will be able to participate in a

hands-on experiment. This allows students
to not only hear the material but interact
with it as well.

with it as well.
Students will be able to

participate in a hands-on
experiment. This allows for
students to be actively learning
and engaged rather than listening
to the information being spoken
to them.
Options for Language/Symbols
Options for Expression
Options for Sustaining Effort &

Persistence
Multiple Means of Representation
Students will be able to express

their learning through both a exit
slip as well as through a group
discussion. Students will also be
working with a partner, which
allow them to engage in positive
discourse throughout the lesson.
Options for Executive Function
Options for Comprehension
Options for Self Regulation

with it as well.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Students will only need their pencils to participate in this lesson. I will
provide the chex mix, beans, cups, and Kool-Aid. I will also provide the
students with their flipbook that they will complete as an exit slip.
Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
Students will be working in partners, so the classroom will not need to be

set up in any certain way.
III. The Plan

Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
Developm
ent
The description of (script for) the lesson, wherein you describe teacher
activities and student activities
I will begin the lesson by introducing the idea of single substances, mixtures, and
solutions. I will define each one for students quickly, just so students have an idea of
what each is.
Then, I will introduce the chex mix as a mixture, and explain that the students job is
to sort the chex mix (mixture) into its individual parts (single substance). I will walk
around seeing how each partner group sorts their chex mix. I will make sure that
students know that they can still see their single substances through their mixtures.
Then, I will pass out materials for students to make their own solutions (Kool-Aid).
Students will create their solutions from two single substances (Kool-Aid and water).
I will walk around make sure that students know that in their solutions, you cannot
see the two single substances. They are dissolved into each other and become one
solution.
After students have completed their experiments, students will create a flipbook
defining single substances, mixtures, and solutions, and providing examples of each.
I will use this as an assessment, as students will use this as an exit slip.
Closure
I will then lead students through a large group discussion. Students will share their
learning as well as questions that they may have developed throughout the
experiments. This will serve as another form of quick assessment for me since I will
be able to hear students thinking verbally.
Your reflection on the lesson including ideas for improvement for next time:

Science Unit Lesson 5

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ED 345 Calvin College Lesson Planning Form

Subject/ Topic/ Theme: Science Single Substances,

II. Before you start

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Options for Perception

Multiple Means of Expression

Students will be able to participate in a

Students will be able to participate in a

Students will be able to

Options for Language/Symbols

Options for Expression

Options for Sustaining Effort &

Multiple Means of Representation

Students will be able to express

Options for Executive Function

Options for Comprehension

Options for Self Regulation

Students will be able to participate in a

Do you need to set up

Students will be working in partners, so the classroom will not need to be

III. The Plan

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