Lesson 1 Mixtures and Their Characteristics
Worktext Pages: 4–25
Suggested Number of Meetings: 6 |
Lesson Objectives
At the end of the lesson, the pupils are expected to
1. explain how a mixture is formed; 2. describe and give examples of homogeneous and heterogeneous mixtures; 3. identify the factors that affect the solubility of substances; 4. describe the different types of mixtures and give examples for each; and 5. tell the uses of solutions, suspensions, and colloids. |
Corresponding K to 12 Curriculum Learning Competencies
The learners should be able to describe the appearance and uses of uniform and nonuniform mixtures.
|
ESSENTIAL QUESTIONS
• Why is forming mixtures important?
• How can the knowledge about mixtures help in one’s everyday life?
• How useful are common mixtures found at home and in the environment?
• How can certain mixtures become harmful to humans and the environment?
• How can the knowledge about mixtures help in one’s everyday life?
• How useful are common mixtures found at home and in the environment?
• How can certain mixtures become harmful to humans and the environment?
TECHNOLOGY AND RESOURCES
• Real-Life Science 6 worktext, pages 4–25
MATERIALS
• a picture of a family eating breakfast
• materials for making different mixture samples (water, gulaman, sugar, salt, chocolate powder, instant tea powder, coffee powder, milk powder, etc.)
• containers such as cups and glasses
• spoon
• samples of suspensions and colloids
• computer
• LCD projector
• sheets of paper
• basket
• materials for making different mixture samples (water, gulaman, sugar, salt, chocolate powder, instant tea powder, coffee powder, milk powder, etc.)
• containers such as cups and glasses
• spoon
• samples of suspensions and colloids
• computer
• LCD projector
• sheets of paper
• basket
LEARNING PLAN
Introduction
1. Have the pupils read the chapter opener on page 3 of the worktext. Flash the essential questions on the board, and then elicit possible answers to these questions.
2. Show the pupils a picture of a family eating breakfast (e.g., coffee with milk, sandwiches, fried rice with vegetables, chocolate drink, and others). You may also show them the picture on page 4 of the worktext. Ask the pupils, “What mixtures do you see in the picture? How are these mixtures formed?” Introduce and explain the term mixture.
2. Show the pupils a picture of a family eating breakfast (e.g., coffee with milk, sandwiches, fried rice with vegetables, chocolate drink, and others). You may also show them the picture on page 4 of the worktext. Ask the pupils, “What mixtures do you see in the picture? How are these mixtures formed?” Introduce and explain the term mixture.
Learning Experiences/Lesson Development
Homogeneous and Heterogeneous Mixtures
1. Call on pupils to prepare the following mixtures in front of the class:
• a glass of gulaman drink (water + sugar + gulaman cubes)
• a glass of salty water (water + salt)
Tell the pupils to examine the substances produced, and then ask them the following questions:
• What substances were formed after mixing the materials?
• Can you still see the materials that were put together in each of the prepared mixtures?
• In which mixture can you not identify the materials that were combined?
2. Introduce the terms homogeneous and heterogeneous using the prepared mixtures as examples. Let the pupils differentiate a homogeneous mixture from a heterogeneous mixture. Let them give other examples of these types of mixtures.
Types of Mixtures
3. Ask the pupils, “What do you drink in the morning for breakfast? during recess time? How do you prepare these drinks?” Let them share their experiences in preparing mixtures at home.
4. Divide the class into six groups. Instruct each group to prepare an assigned mixture using the following materials:
Group 1: salt and water
Group 2: sugar and water
Group 3: chocolate powder and water
Group 4: instant tea powder and water
Group 5: powdered milk and water
Group 6: powdered coffee and water
Let the pupils classify the prepared mixtures into homogeneous or heterogeneous. Call on a representative from each group to describe the mixture that his/her group formed.
5. Introduce the terms solution, solute, and solvent. Ask the pupils to identify the solute and the solvent in the solutions they prepared.
6. Instruct the pupils to add two more tablespoons of solute in the glass, and then ask them to describe the appearance of the solution. Tell them to add three more tablespoons of solute. Introduce the words diluted, concentrated, and saturated. Ask the pupils to differentiate the three types of solutions using the one that they prepared as example.
7. Integrate in the discussion the value of accurate measurement. Ask: What will you do to produce a mixture that suits your taste? Facilitate discussion.
8. Tell the pupils that mixtures are not always a combination of solid and liquid substances only. Give other examples of mixtures to emphasize this point.
• liquid to liquid (e.g., vinegar and fish sauce, water and alcohol)
• solid to liquid (e.g., sand and water, macaroni soup)
• gas to gas (e.g., air)
9. Instruct the pupils to perform Examine activity 1 on pages 18 to 21 of the worktext. Let them discuss in groups the importance of preparing mixtures. Tell them to list down mixtures that they use at home. Call on a representative from each group to share to the class the output of their group activity and discussion.
10. Ask the officers of the class to prepare a juice drink to be shared to the whole class at lunch or recess time.
11. Recall the terms that the pupils learned from the previous discussion. Ask the pupils the following questions:
• What do you do to dissolve solutes faster?
• In which solvent do solutes dissolve faster: in hot or in cold solvent?
• Which solute dissolves faster: powder or lump?
Elicit answers from the pupils. Tell them that they can verify their answers to these questions by doing the next activity.
12. Divide the class into groups with five members. Provide each group with an activity sheet containing the following procedures and guide questions:
Procedures:
• Pour water into two glasses. Put one tablespoon of sugar in each glass. Stir the mixture in one glass and set the other glass aside. Observe.
• Pour hot water in one cup and cold water in another cup. Put one tablespoon of sugar in each cup. Stir the mixtures. Observe.
• Pour water into two glasses. Put one tablespoon of rock salt in one glass and one tablespoon of fine salt in the other glass. Stir the mixtures. Observe.
Guide Questions:
• In the first setup, in which mixture did sugar dissolve faster? What do you think caused this?
• In the second setup, which solvent dissolved sugar faster?
• In the third setup, which solute dissolved faster in water?
• What factors caused the solutes to dissolve faster?
Facilitate the discussion. Lead the pupils in realizing that stirring, heating, and the size of solute are factors that affect solubility. Ask the pupils to refer to the text on pages 6 to 8 of the worktext to learn the other factor that affects the solubility of materials. Call on pupils to summarize the discussion in their own words.
13. Let the pupils perform Examine activity 2 on pages 21 to 23 of the worktext. Have a post-activity session to discuss the answers to the questions in the activity. Let the pupils make their conclusions.
14. Pique the pupils’ interest by showing them examples of suspensions (water and sand mixture, fruit salad, cough syrup suspension, etc.) and colloids (gelatin, mayonnaise, milk, etc.). Then ask them the following questions:
• Can you distinguish and identify the solute and solvent in each of the mixtures?
• What do you call these mixtures?
Introduce the terms suspensions and colloids. Use the mixtures shown as examples.
15. Divide the class into six groups. Assign each group one topic to report in class. Let them refer to the text on pages 10 to 15 of the worktext.
Group 1: Suspension: meaning and examples
Group 2: Types of suspensions
Group 3: Uses of suspensions
Group 4 : Colloids: meaning and examples
Group 5: Types of colloids
Group 6: Uses of colloids
Encourage the pupils to use creative ways in reporting their assigned topic to the class. Facilitate the discussion among pupils after the presentation of the topic. Emphasize how suspensions and colloids become useful to people. Lead the pupils to formulate generalizations.
1. Call on pupils to prepare the following mixtures in front of the class:
• a glass of gulaman drink (water + sugar + gulaman cubes)
• a glass of salty water (water + salt)
Tell the pupils to examine the substances produced, and then ask them the following questions:
• What substances were formed after mixing the materials?
• Can you still see the materials that were put together in each of the prepared mixtures?
• In which mixture can you not identify the materials that were combined?
2. Introduce the terms homogeneous and heterogeneous using the prepared mixtures as examples. Let the pupils differentiate a homogeneous mixture from a heterogeneous mixture. Let them give other examples of these types of mixtures.
Types of Mixtures
3. Ask the pupils, “What do you drink in the morning for breakfast? during recess time? How do you prepare these drinks?” Let them share their experiences in preparing mixtures at home.
4. Divide the class into six groups. Instruct each group to prepare an assigned mixture using the following materials:
Group 1: salt and water
Group 2: sugar and water
Group 3: chocolate powder and water
Group 4: instant tea powder and water
Group 5: powdered milk and water
Group 6: powdered coffee and water
Let the pupils classify the prepared mixtures into homogeneous or heterogeneous. Call on a representative from each group to describe the mixture that his/her group formed.
5. Introduce the terms solution, solute, and solvent. Ask the pupils to identify the solute and the solvent in the solutions they prepared.
6. Instruct the pupils to add two more tablespoons of solute in the glass, and then ask them to describe the appearance of the solution. Tell them to add three more tablespoons of solute. Introduce the words diluted, concentrated, and saturated. Ask the pupils to differentiate the three types of solutions using the one that they prepared as example.
7. Integrate in the discussion the value of accurate measurement. Ask: What will you do to produce a mixture that suits your taste? Facilitate discussion.
8. Tell the pupils that mixtures are not always a combination of solid and liquid substances only. Give other examples of mixtures to emphasize this point.
• liquid to liquid (e.g., vinegar and fish sauce, water and alcohol)
• solid to liquid (e.g., sand and water, macaroni soup)
• gas to gas (e.g., air)
9. Instruct the pupils to perform Examine activity 1 on pages 18 to 21 of the worktext. Let them discuss in groups the importance of preparing mixtures. Tell them to list down mixtures that they use at home. Call on a representative from each group to share to the class the output of their group activity and discussion.
10. Ask the officers of the class to prepare a juice drink to be shared to the whole class at lunch or recess time.
11. Recall the terms that the pupils learned from the previous discussion. Ask the pupils the following questions:
• What do you do to dissolve solutes faster?
• In which solvent do solutes dissolve faster: in hot or in cold solvent?
• Which solute dissolves faster: powder or lump?
Elicit answers from the pupils. Tell them that they can verify their answers to these questions by doing the next activity.
12. Divide the class into groups with five members. Provide each group with an activity sheet containing the following procedures and guide questions:
Procedures:
• Pour water into two glasses. Put one tablespoon of sugar in each glass. Stir the mixture in one glass and set the other glass aside. Observe.
• Pour hot water in one cup and cold water in another cup. Put one tablespoon of sugar in each cup. Stir the mixtures. Observe.
• Pour water into two glasses. Put one tablespoon of rock salt in one glass and one tablespoon of fine salt in the other glass. Stir the mixtures. Observe.
Guide Questions:
• In the first setup, in which mixture did sugar dissolve faster? What do you think caused this?
• In the second setup, which solvent dissolved sugar faster?
• In the third setup, which solute dissolved faster in water?
• What factors caused the solutes to dissolve faster?
Facilitate the discussion. Lead the pupils in realizing that stirring, heating, and the size of solute are factors that affect solubility. Ask the pupils to refer to the text on pages 6 to 8 of the worktext to learn the other factor that affects the solubility of materials. Call on pupils to summarize the discussion in their own words.
13. Let the pupils perform Examine activity 2 on pages 21 to 23 of the worktext. Have a post-activity session to discuss the answers to the questions in the activity. Let the pupils make their conclusions.
14. Pique the pupils’ interest by showing them examples of suspensions (water and sand mixture, fruit salad, cough syrup suspension, etc.) and colloids (gelatin, mayonnaise, milk, etc.). Then ask them the following questions:
• Can you distinguish and identify the solute and solvent in each of the mixtures?
• What do you call these mixtures?
Introduce the terms suspensions and colloids. Use the mixtures shown as examples.
15. Divide the class into six groups. Assign each group one topic to report in class. Let them refer to the text on pages 10 to 15 of the worktext.
Group 1: Suspension: meaning and examples
Group 2: Types of suspensions
Group 3: Uses of suspensions
Group 4 : Colloids: meaning and examples
Group 5: Types of colloids
Group 6: Uses of colloids
Encourage the pupils to use creative ways in reporting their assigned topic to the class. Facilitate the discussion among pupils after the presentation of the topic. Emphasize how suspensions and colloids become useful to people. Lead the pupils to formulate generalizations.
Generalization and Assessment
1. Show the pupils the video in the website given in Technology Today on page 18 of the worktext to generalize the topic about the different types of mixtures.
2. Conduct Team Game Tournament to assess the pupils’ understanding of the lesson. Divide the class into two groups. Toss a coin to determine which group goes first. Have a representative of the group write on the board an important term learned from the lesson. Let him/her define the word or use it in a sentence. If he/she gives a correct word and definition/sentence, the group earns two points. Instruct the groups to do this alternately. The same word cannot be used twice. At the end of the game, declare the group that earns more points as the winner.
3. Let the pupils answer the exercises in Sharpen Your Skills on pages 16 and 17 of the worktext. Let them check their answers with their seatmates.
4. Introduce the game Basket Stories. Write the essential questions on small sheets of paper. Put the papers in a basket. Let a pupil pick a paper from the basket and answer the question written on it. Do the same for the remaining questions.
5. Let the pupils interpret in their own words the concept map in Wrap Up on page 25 of the worktext.
6. Assign the pupils to do the Journal Writing activity on page 18 of the worktext. Tell them to share to the class what they have written.
2. Conduct Team Game Tournament to assess the pupils’ understanding of the lesson. Divide the class into two groups. Toss a coin to determine which group goes first. Have a representative of the group write on the board an important term learned from the lesson. Let him/her define the word or use it in a sentence. If he/she gives a correct word and definition/sentence, the group earns two points. Instruct the groups to do this alternately. The same word cannot be used twice. At the end of the game, declare the group that earns more points as the winner.
3. Let the pupils answer the exercises in Sharpen Your Skills on pages 16 and 17 of the worktext. Let them check their answers with their seatmates.
4. Introduce the game Basket Stories. Write the essential questions on small sheets of paper. Put the papers in a basket. Let a pupil pick a paper from the basket and answer the question written on it. Do the same for the remaining questions.
5. Let the pupils interpret in their own words the concept map in Wrap Up on page 25 of the worktext.
6. Assign the pupils to do the Journal Writing activity on page 18 of the worktext. Tell them to share to the class what they have written.
Performance Task
1. Discuss to the pupils how they should go about the performance task on page 17 of the worktext.
2. Evaluate their output according to the preparation of procedure (10 points), presentation (10 points), and palatability of product (5 points).
2. Evaluate their output according to the preparation of procedure (10 points), presentation (10 points), and palatability of product (5 points).
Answer Key
Sharpen Your Skills (pages 16–17)
A.
1. A
2. A
3. B
4. C
5. A
6. C
7. C
8. A
9. C
10. C
B.
1. Stirring, heating, the size of solute, and the nature of solute and solvent affect the solubility of materials.
2. Accurate measurement is important when forming mixtures to make the mixture suitable to the taste or for its intended use.
C.
1. j
2. i
3. h
4. f
5. g
6. e
7. d
8. b
9. a
10. k
1. A
2. A
3. B
4. C
5. A
6. C
7. C
8. A
9. C
10. C
B.
1. Stirring, heating, the size of solute, and the nature of solute and solvent affect the solubility of materials.
2. Accurate measurement is important when forming mixtures to make the mixture suitable to the taste or for its intended use.
C.
1. j
2. i
3. h
4. f
5. g
6. e
7. d
8. b
9. a
10. k
Examine (pages 18–23)
Activity 1
1. The chocolate drink prepared in activity A is a heterogeneous mixture. The marshmallows and chocolate shavings can be easily distinguished. The mixture tastes sweet.
The egg spread prepared in activity B is a heterogeneous mixture. One can easily distinguish the mashed boiled egg in the mixture. The egg spread tastes a bit sour because of mayonnaise and a bit salty because of salt.
The pastillas prepared in activity C is a homogeneous mixture before it was rolled on sugar. The mixture is sweet and creamy.
2. A heterogeneous mixture was formed when tamarind leaves and minced garlic were added to the water. A homogeneous mixture was produced when sugar and kalamansi extract were added to the liquid.
3. We can consume the chocolate drink, egg spread, and pastillas prepared in the activity as part of our snacks. The mixture produced in activity D can be a home-made remedy for cough and cold.
Conclusion
I learned that mixtures are formed when two or more substances are put together. A mixture can be homogeneous or heterogeneous. Certain mixtures can be used as food and drinks, while others can be used as medicine.
The egg spread prepared in activity B is a heterogeneous mixture. One can easily distinguish the mashed boiled egg in the mixture. The egg spread tastes a bit sour because of mayonnaise and a bit salty because of salt.
The pastillas prepared in activity C is a homogeneous mixture before it was rolled on sugar. The mixture is sweet and creamy.
2. A heterogeneous mixture was formed when tamarind leaves and minced garlic were added to the water. A homogeneous mixture was produced when sugar and kalamansi extract were added to the liquid.
3. We can consume the chocolate drink, egg spread, and pastillas prepared in the activity as part of our snacks. The mixture produced in activity D can be a home-made remedy for cough and cold.
Conclusion
I learned that mixtures are formed when two or more substances are put together. A mixture can be homogeneous or heterogeneous. Certain mixtures can be used as food and drinks, while others can be used as medicine.
Activity 2
1. Water dissolved more types of solute. The nature of water caused it to form solutions with more types of solutes compared with other solvents.
2. Starch dissolved last in water. The nature of starch does not match that of water, so they do not form a solution when mixed.
3. Solutes differ in their solubility in different solvents.
Conclusion
I learned that solutes differ in their solubility in different solvents. The nature of the solute and solvent is a factor that determines if a solute will dissolve in a given solvent.
2. Starch dissolved last in water. The nature of starch does not match that of water, so they do not form a solution when mixed.
3. Solutes differ in their solubility in different solvents.
Conclusion
I learned that solutes differ in their solubility in different solvents. The nature of the solute and solvent is a factor that determines if a solute will dissolve in a given solvent.