Science

Unit Plan Name: Ally Bennett

Year level: 7 Unit Length: 8 lessons (50 mins)
Unit Title: Mixtures and Solutions
Integrated with other learning areas:
Geography
Class Size: 25
Australian Curriculum Strands (Content Descriptors):
Mixtures, including solutions, contain a combination of pure substances that
can be separated using a range of techniques (ACSSU113).
Water is an important resource that cycles through the environment
(ACSSU222).
Science knowledge can develop through collaboration and connecting ideas
across the disciplines of science (ACSHE223).
Science and technology contribute to finding solutions to a range of
contemporary issues; these solutions may impact on other areas of society and
involve ethical considerations (ACSHE120).
People use understanding and skills from across the disciplines of science in
their occupations (ACSHE224).
Communicate ideas, findings and solutions to problems using scientific
language representations using digital technologies as appropriate (ACSIS133).
The Inquiry Process:
What are mixtures and solutions?
How can we identify pure substances?
Why do we separate mixtures and solutions?
What methods do we use to separate mixtures?
How could we use this knowledge in our everyday lives to solve a contemporary issue?
Overarching Ideas
General Capabilities:
Mixtures and solutions can be
Literacy
separated through a range of
Critical and Creative Thinking
techniques.
Personal and Social Competence
Science knowledge and understanding

can be applied to solve various
contemporary issues in society.

Cross Curriculum Priorities:
Sustainability

Achievement Standards:
Describe techniques to separate pure
substances from mixtures.
Describe situations where scientific
knowledge from different science
disciplines has been used to solve a
real-world problem. Explain how the
situation was viewed by, and impacted
on, different groups in society.

Identified Desired Results What is worth knowing?

Big Idea: Science knowledge and skills can be applied to real world problems. Through
structured investigations involving mixtures and solutions, students understand that
mixtures can be separated using a variety of techniques, which can be applied to solve
a contemporary issue, such as water pollution.
Objectives KUDs:
Knowledge:
o Properties and examples of mixtures and solutions
o Various separation techniques and their characteristics
Understand (that):
o Effectiveness of a separation technique relies on knowledge of the
components and properties of the mixture.
o Solutions cannot be separated by filtration due to its properties, but
mixtures can.
o Science knowledge can be applied in other contexts to solve real world
problems.
Skills:
o Make and record scientific observations using appropriate terminology
o Conduct experiments in a group setting, following safety precautions
and completing set tasks in the allocated time frame.
o Question and discuss how real world problems can be solved with their
developing science knowledge about mixtures and solutions.
Differentiation:
In experiments where students are grouped, the groups will be heterogeneous
in that there will be students of mixed abilities. This is intentional so that those
of a more advanced entry point can support those who might be at a more
introductory level, with less prior experience.
The quality and standard of each individuals work will be differentiated It is
intended that each student will at least make improvements in their ability to
make scientific observations, use scientific jargon and support their ideas with
evidence.
Explicit learning intentions and goal setting based on diagnostic assessment.
Evidence and Assessment:
Assessment Considerations:
Diagnostic Assessment
o Participation in class discussion
o Contribution to Word Wall definitions
o Brainstorm terms and applications of science to real life
Formative Assessment
o Various experiments
Floating rainbows
Making sherbet
Melting/Dissolving Iced Tea
Chromatography
Filtration Oil and Water
Lava Lamp

Summative Assessment
o Assignment/Booklet

Lesson Learning Experience:

Notes

Identify and explain learning

intentions and make diagnostic
observations
Students record their
observations of teacher
demonstration when mixing oil
and water, oil and food colouring,
and oil, water and food colouring.
Add words to Word Wall.

Introduction Making sherbet

What is a mixture?
What are some examples of mixtures?
Mixtures Oil and Water (Floating Rainbows)
Why dont some substances mix?
Density
Real world application dishwashing
Mixtures Lava lamps
How do some substances react with one
another?
Substances
Students work in groups to identify
substances based on their reactions with
water, vinegar and iodine.
Solutions Iced Tea
What is a solution? Demonstrate examples
(cordial, tea, salt water, etc.)
How does it differ from a mixture?
What are the relationships between
solutions, melting and dissolving?
Separation of mixtures Filtration
Using various tools, students attempt to
separate oil and water. Observe and record
results. Discuss and describe most effective
option.
Refer concept to cleaning polluted water
geography unit.
Separation of solutions - Chromatography
Discuss various methods of separation of
solutions (evaporation, etc.) and how they
could be used to create clean drinking
water (desalination plant). Refer to
geography unit.
Model and guide students through
chromatography experiment. Discuss the
process and its application to the real
world.
Summative Assessment
Students work through assessment
booklet, involving definitions of
terminology, short-answer questions and a
detailed response to the contemporary
issue of water pollution.

Students make own observations.

Teacher scaffolds identification
process.
Add words and definitions to
Word Wall.

Add to Word Wall.

Add to Word Wall.