You are on page 1of 6

Science

Lesson Plans Incorporating STEM Thinking


Year: 7
Unit theme: Classification of Aqueous Mixtures, Separation Techniques
Defining and Designing

Science Understanding Learning


Goals:
Chemical sciences
Mixtures, including solutions, contain a
combination of pure substances and can
be separated using a range of techniques
(ACSSU113)
Earth and space sciences
Some of the Earths resources are
renewable, but others are non-renewable
(ACSSU116)

Science as a Human Endeavour Learning


Goals:
Nature and development of science
Science knowledge can develop through
collaboration and connecting ideas across
the disciplines of science (ACSHE223)
Use and influence of science
Science contributes to finding solutions to
contemporary issues; these solutions may
impact on other aspects of society and
involve ethical considerations (ACSHE120)
Science understanding influences the
development of practices in areas of human
activity such as industry, agriculture and
marine and terrestrial resource management
(ACSHE121)

Science Inquiry Skills Learning Goals:


Planning and conducting
In fair tests, measure and control variables, and select
equipment to collect data with accuracy appropriate to the
task (ACSIS126)
Processing and analysing data and information
Construct and use a range of representations, including
graphs, keys and models to represent and analyse
patterns or relationships, including using digital
technologies as appropriate (ACSIS129)
Evaluating
Use scientific knowledge and findings from investigations
to evaluate claims (ACSIS132)
Communicating
Communicate ideas, findings and solutions to problems
using scientific language and representations using digital
technologies as appropriate (ACSIS133)

Engineering Practices
Defining a problem and designing a solution

2105 John Curtin College of the Arts Science Department

Specific Unit Learning Goals:


At the conclusion of this unit each student should be able to:

Develop a functional definition of three types of aqueous mixtures; solution, colloid, suspension.
Use variables and values to classify these three aqueous mixtures
Plan, conduct, process information and evaluate an investigation into flocculation.
Use a dichotomous key to explain how flocculation of colloids produces a suspension that may then be filtered.
Define a problem regarding muddy water.
Design a solution using separation techniques to purify muddy water suitable to drink.

Assessment tasks to be used in the Unit:


A diagnostic assessment task where students construct a Concept Map to demonstrate and seek feedback on what they have learned so far about
the properties of water
Formative Classification, Investigation, Define and Design Tasks
A summative test combining Science Inquiry Skills, Science Understandings and Engineering Practice of this series of lessons.
Science terminology in this unit:
dissolve, soluble, insoluble, solution, solute, liquid, solid, solvent, aqueous, mixture, solution, colloid, suspension, filtrate, residue, particles, floc,
flocculation, distillation
General capabilities:
Literacy
Notebooking
Reading
comprehension

Numeracy
Calculating mass of
filtrates
Where does the water
we use come from and
where does it go?
https://www.scienceby
doing.edu.au/curriculu
m/student/yr7/water/di
gital/act3/act34.html

ICT capability

Science by Doing Website
https://www.sciencebydoi
ng.edu.au/portal/student/
student-digital.html

Critical and creative


thinking
Reasoning patterns:
Variables and Values
Classification

Ethical behaviour

How can science help
us make ethical
decisions?
https://www.scienceby
doing.edu.au/curriculu
m/student/yr7/water/
digital/act5/act52.html

Personal and social


competence
How can science help
us make ethical
decisions?
https://www.science
bydoing.edu.au/curri
culum/student/yr7/
water/digital/act5/ac
t52.html

Intercultural
understanding
Where does the water
we use come from and
where does it go?
https://www.scienceb
ydoing.edu.au/curricu
lum/student/yr7/water
/digital/act3/act34.ht
ml


2105 John Curtin College of the Arts Science Department

Overarching Ideas
Patterns, Order and Organisation

Matter and Energy

ordering and organising phenomena at


different scales.
classifying for understanding of properties
of materials

direct experience and observation of phenomena and


materials.
use the understandings of the Kinetic Particle Theory
to describe and model phenomena involving water,
solvents and solutes and insolubel.

Sustainability
The Worlds freshwater supply
https://www.sciencebydoing.edu.au/
curriculum/student/yr7/water/digital/a
ct1/act11.html

Cross Curriculum Priorities:


Aboriginal and Torres Strait islander histories
and cultures

Asia and Australias engagement with Asia

Using the principles of flocculation, filtration and


evaporation to purify muddy water.

2105 John Curtin College of the Arts Science Department

Sustainability
Recycling of water to become potable.
Science by Doing
https://www.sciencebydoing.edu.au/
curriculum/student/yr7/water/digital/

Science Lesson Plans Incorporating STEM Thinking


Year: 7
Unit theme: Classification of Aqueous Mixtures, Separation Techniques
Defining and Designing

Lesson
1

WA Curriculum
Science Ideas
Mixtures,
including
solutions, contain
a combination of
pure substances
that can be
separated using a
range of
techniques
(ACSSU113)



solutes,
solvents,
solutions,
mixtures,
colloids,
suspensions,
variable, value
classification,
dichotomous
key, negative
particles,
positive
particles, mud
flocculation, floc

Teaching and
Learning Focus
Properties of materials
and mixtures may be
used to classify them
into groups.

recognise the
differences between
pure substances
and mixtures and
identifying
examples of each.

identifying the
solvent and solute
in solutions

investigating and
using a range of
physical separation
techniques such as
filtration,
evaporation,
crystallisation.

2105 John Curtin College of the Arts Science Department

Lesson Outline
Engage
Students have been engaged with Water activities from
Message in a Bottle
Now to explore interactions between water and other pure
substances.
Explore
Students carry out hands-on activities.
Question: How do the properties of materials change when
mixed with water?
Mixing water with salt, starch, powdered chalk in three
separate test tubes.
Students explore the types of mixtures by using observational
skills.
Students describe observations in their own words and
attempt to find similarities and differences in the resulting
mixtures.
Explain
Discuss how we could separate the components.
Filter, Decantation and Evaporation/Crystallisation.
Try filtering and collecting the residue; then evaporating the
filtrate.

Resources
Apparatus and Materials
water, salt, starch, powdered chalk
test tubes and stoppers
filter funnels and paper
beakers
evaporating dishes

Student NoteBooks
1.1 Observational MatrixTo
Classify (see attachment)
This document uses the Reasoning
Pattern of Variables and Values to
use Higher Order Thinking Skills in
constructing a dichotomous key.
http://stemreasoning.weebly.com/e
xamples.html

Students describe the steps in the process of filtration and


evaporation.
Students describe the residues on the filter papers and
predict the results of evaporation.
4

Lesson
2

WA Curriculum
Science Ideas

Teaching and
Learning Focus
Classification of the
aqueous mixtures using
Reasoning Pattern:
Variables and Values

Lesson Outline
Elaborate
Results of dried residues and filtrates are observed and
recorded in student NoteBooks.
The images show the results of FILTRATION and
EVAPORATION of a solution, a suspension and a colloid.
In NoteBooks
1. For each image; describe the residue observed on the
filter paper.
2. After filtration the filtrate was evaporated on the watch
glass. Describe what you see on the watch glass.
3. Explain what this means in terms if the particle size in
each of a solution, suspension and colloid.
4. Arrange the mixtures from that with the smallest
particle size to the largest particle size.
5. Record in your NoteBook the definition of a solution, a
suspension and a colloid.
6. List some everyday examples of each type of mixture
Explain
Class discussion to gather information about observable
properties of solution, colloid and suspension.
Use the 1.1_2015_Observational Matrix and Reasoning
Pattern: Variables and Values
to build a dichotomous key of three types of aqueous
mixtures.
Evaluate
Students use their dichotomous keys to classify the aqueous
mixture examples.
Discuss how students achieved this using the Reasoning
Pattern: Variables and Values.

2105 John Curtin College of the Arts Science Department

Resources

For images of the filtrates and


evaporates see
http://mrsmorrittscience.weebly.co
m/water-wk5.html

1.1_2015_Observational Matrix
and the Reasoning Pattern of
Variables and Values
to build a classification key of three
types of aqueous mixtures.
See an example attached
2.2_2015_ObservationalMatrix_Key

Test tubes with stoppers of


different aqueous mixtures such
as: muddy water, milk, lead iodide,
sucrose, copper sulfate, sand,

Lesson

WA Curriculum
Science Ideas

Teaching and
Learning Focus

Lesson Outline

Resources

Elaborate and Explore


Provide opportunities for students to apply what they have
learned to the process of flocculation

http://mrsmorrittscience.weebly.co
m/water-wk5.html

The Application of Separation Techniques to Water


Purification
Which would you rather drink?
Many countries cannot provide clean drinking water.
Research one method of clearing mud-sized minerals from
water.

https://www.khanacademy.org/part
ner-content/mit-k12/mit-k12materials/v/flocculation
Teacher resources on Flocculation
https://www.teachengineering.org/l
essons/view/usf_flocculant_lesson
01
Pearson Year 7 Text page 56
Activity 4.4 Flocculation
see
3.0_Flocculation Agents
Investigation Worksheet

4
and
5

Elaborate Explore Explain Evaluate


Defining the Problem and Designing a solution

4.0_Defining and Designing


Worksheet

How to obtain potable drinking water from muddy water.


More resources at Science by
Doing
https://www.sciencebydoing.edu.au
/
including this worksheet
4.5_ScienceByDoingyr7WaterAS

2105 John Curtin College of the Arts Science Department