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Separating Mixtures Game

Description

5.5CD: Mixtures Matter and Energy

Students match a mixture with an appropriate tool to separate it, then design a series of steps to separate a more complex mixture (solution).

Materials

1 Attachment: Mixture Cards (per group)

1 Attachment: Tool/ Equipment Cards (per group)

1 Attachment: Sequencing Cards (per group) Baggies (per group) Card stock (per student) Scissors (per student)

Procedure

1.Mixture Match Game Directions Duplicate several sets of the cards on card stock and cut apart. Place one set of Mixtures Cards and one set of Tool/ Equipment Cards in each baggie. Have students work in groups of three or four. Students will place the Mixtures Cards in a pile and draw a card. They will then determine which tool in the other set of cards works best to separate it. Have students discuss why the tool works and share their supportive reasoning before the next student’s turn.

2.Discuss correct matches at the end of the game, as appropriate.

3.Separating Mixtures Game Directions Duplicate the Sequencing Cards and arrows on card stock, then cut apart. Ask students to envision, sand, sugar, iron filings, and rice combined into one container. Students will discuss a plan for separating this mixture. The cards and arrows will be used to create a sequence for separating the complex mixture. Allow students to look at the cards and create multiple options for sequences until one makes the most sense.

4.Discuss the final sequence with students. In the case of misconceptions, ask questions that will prompt them to fix the sequence on their own.

Guiding Points

y

Students must understand that mixtures can be separated into their individual parts. • Students must be able to identify the physical properties of both the ingredients and the mixtures/ solutions they form. • Students must understand that the physical properties of a substance will determine the method for separating the mixture. • Students must understand that solutions are a type of mixture in which one ingredient dissolves in another.

Guiding Questions

1.What are ingredients?

2.Why is it important to know the physical properties of the ingredients in the mixture in order to separate the mixture?

3.Suppose you had a mixture that contained a substance made of iron. Based on irons physical properties, what is an example of a tool that you could use to separate the iron from the mixture?

4.If you had a mixture in which one ingredient dissolved in water and another ingredient did not, which tool or equipment could you use to separate the mixture?

5.If you had a mixture of salt water, how could you separate the salt from the water?

Attachments

Mixture Cards Tool/ Equipment Cards Sequencing Cards

Attachment: Mixture Cards

5.5CD: Mixtures Matter and Energy

 Lettuce Rocks Salt Paperclips and and and and tomatoes sand sand marbles Red marbles and blue marbles Salt and water Uncooked rice and gravel Sand and water Flour and Spaghetti Tiny red beads and tiny white beads Aluminum uncooked and nails and rice meatballs iron nails Bran Tea leaves and hot water Cooked macaroni and boiling water cereal Raisins and and raisins peanuts

5.5CD: Mixtures Matter and Energy

Attachment: Tool/ Equipment Cards

 Fork Fork Beaker, filter, and funnel Beaker, filter, and funnel Magnet Magnet Sieve Sieve Craft stick Craft Stick Colander Tea Strainer Hot plate Tweezers Tweezers Tweezers

Attachment: Sequencing Cards

5.5CD: Mixtures Matter and Energy

Use a magnet to separate the iron filings.

Use a strainer to separate the rice.

Pour water into the mixture to dissolve the sugar

Pour the mixture through a filter set inside a funnel to separate the sand.

Evaporate the water using a hot plate to separate the sugar