Practical - Sample Lesson Plan - Separation of Mixtures

Date:
Subject: Chemistry
Class: Grade 10C
No. of students: 19 (class will be divided into two groups)
Duration of lesson: 1 hour (12:15- 01:15)
Unit topic: Compounds and Mixtures
Lesson topic: Separation of Mixtures
Strategies: Discussion, Questioning, laboratory practical
General Objectives: Student teachers will develop their understanding of and response to compounds,
mixtures, acids, bases and salts.
Specific Objectives:
1. Student teachers should be able to appropriately manipulate the laboratory equipment/material to

ensure the safety of self, others and the equipment.
2. After conducting laboratory practical student teachers should be able to write a laboratory report
giving the appropriate detailed information in all the steps.
3. Student teachers should be able to respond correctly to the questions on their instructional sheet.
4. Student teachers should be able to manage the time efficiently so that they complete the given
task in the time allotted.
Experimental skills to be assessed:
Manipulation
Analysis and interpretation
Previous Knowledge:
Students know the characteristics of mixtures that differentiate them from compounds and elements and
that the components of most mixtures can be easily separated by physical means. They also know that a
mixture of a solid suspended in a liquid can be separated by filtration.
Students have been working with the laboratory equipment that will be used in this laboratory practical
so they have had practice with manipulating them.
Summary of Content:
Filtration is a separation technique that is used to separate a solid that has not dissolved in a liquid. The
mixture of the solid and liquid is placed into the filter paper. The liquid flows through the filter paper
and in to a container. The liquid in the container is called the filtrate and the solid that remains in the
filter paper is called the residue.
Instructional Materials:
(See students’ instruction sheet)
Procedure:
Engagement activities:
1. Students’ laboratory report books will be returned to them and they will be told the expectations
(including the skills to be assessed).
2. The concept of filtration will be reviewed through discussion.
Discussion questions:
a. What is filtration?
b. In terms of particle size, explain why some mixtures can be separated by this method and
others cannot.
Exploration Activities:
1. Students will read the laboratory activity instructions. They will ask and answer questions to
clarify uncertainties.
2. The class will be divided into two groups. One group will do the laboratory activity while the
other group will start writing up the laboratory report. After 20 min. the groups will rotate.
3. Students will carry out their respective task. (See students’ instruction sheet at the end on the
lesson plan)
Evaluation Activity:
4. Teacher will observe students while they are carrying out the laboratory activity and grade for
manipulation skill. (See the grading checklist at the end of the lesson plan)
Explanation Activity:
5. Teacher will give feedback on the manipulation skill assessment. Focus on observation of good
and poor practices and suggestions for improvement.
6. Students and teacher will discuss the expectations of the report. Focus will be on the analysis and
interpretation skills that will be assessed and on the limitations.
Elaboration Activity:
7. Students will complete writing up the laboratory report. Students will submit the reports at the
end of the class.
Evaluation Activity:
8. Teacher will score the report based on the assessment criteria determined in the mark scheme.
(See the grading rubric at the end of the lesson plan.)
9. The marks will be converted to a two-point scale and then entered in the teacher’s mark book.
10. Feedback on performance will be recorded in each students’ lab. report book and teacher will
have consultation sessions with students who performed below expectations.
Reflection:
Separating mixtures
Students’ Instruction Sheet
The different kinds of matter in mixtures are usually easily separated from one another. The method
used depends upon the type of mixture you have. One way mixtures can be separated is through
filtration. Filtration is the passing of matter through a filter to separate larger particles. In this laboratory
exercise you will carry out an investigation to find out which of two mixtures can be separated by
filtration.
Experimental skills to be assessed:
 Manipulation and measurement  Analysis and interpretation
Materials:
 sugar  filter funnel  wash bottle

 flour  conical flask
 stirring rod  water
 retort stand  beakers
 filter paper  spatula
Arrangement of the apparatus:

Procedure:
1. Arrange the equipment as shown in the illustration.

2. Stir a spoonful of flour into approximately 30 ml of water in a beaker. Record your observations.
3. In another beaker, stir a spoonful of sugar into approximately 30 ml of water in a beaker. Record
your observations.
4. Carefully and slowly pour the flour and water mixture into the filter. Record your observations.
5. Repeat step four (4) using the sugar and water mixture. Record your observations.
6. Write a report on the investigation
Questions:
1. What difference(s) did you observe between the flour and water mixture and the sugar and water
mixture?
2. Why was it possible to separate the water using filter paper? Base your response on particle size.
3. Why was it possible to separate the components of one mixture and not the other mixture using
this method of separation?
4. Which separation method could be used to separate the mixture that could not be separated by
filtration? Explain your response.
5. What is the name of the component of the mixture that:
a. remains in the filter paper?
b. passes through the filter paper?
Checklist for Grading Manipulation Skill
√ - criteria evident
X – criteria not evident
Criteria
assembles the folds the handles the adds the dismantles Final
apparatus filter paper apparatus mixture to the Score
systematically appropriately carefully to the filter investigation
avoid any paper set-up
damage or without carefully
Names injury spilling or
overflow
Scoring Rubric for Assessing Analysis and Interpretation (AI) Skill
4 = Gives complete and acceptable answers to all questions.
3 = Gives fairly complete and acceptable answers to most questions; at least 3 correct.
2 = Several incomplete or unsatisfactory answers; at least two correct.
1 = Mostly incomplete or unsatisfactory answers; at least one correct answer.
0 = All answers are incorrect.
Converting marks to two-point scale.
studen t ' s mark

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Date:

Class: Grade 10C

No. of students: 19 (class will be divided into two groups)

Duration of lesson: 1 hour (12:15- 01:15)

Unit topic: Compounds and Mixtures

Lesson topic: Separation of Mixtures

Strategies: Discussion, Questioning, laboratory practical

1. Student teachers should be able to appropriately manipulate the laboratory equipment/material to

Experimental skills to be assessed:

Analysis and interpretation

(See students’ instruction sheet)

Students’ Instruction Sheet

Experimental skills to be assessed:

 Manipulation and measurement  Analysis and interpretation

 sugar  filter funnel  wash bottle

Arrangement of the apparatus:

1. Arrange the equipment as shown in the illustration.

Checklist for Grading Manipulation Skill

Scoring Rubric for Assessing Analysis and Interpretation (AI) Skill

4 = Gives complete and acceptable answers to all questions.

2 = Several incomplete or unsatisfactory answers; at least two correct.

1 = Mostly incomplete or unsatisfactory answers; at least one correct answer.

0 = All answers are incorrect.

Converting marks to two-point scale.

studen t ' s mark

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