2nd Grade Matter Unit Blueprint—Lesson 6:  Separating Solid and Liquid Mixtures

Complete Procedures Steps 1-10 on pages 78-80 in one day.

Teacher Resources:

Tips

How can mixtures be separated?

Does the same method work well on all mixtures?

3A(K-2)#1: Tools are used to do things better or more easily and to do some things that could not otherwise be done at all. In technology, tools are used to observe, measure, and make things.

4D(K-2)#2: Things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them.

Criteria to consider during class discussion of Ideas for Separating Our Mixtures of Solids and Liquids Chart:

• Do students suggest using tools to separate the mixtures?
• Do students recognize that some methods are better than others when separating the mixtures (because not all the materials will respond the same way)?

Summative Assessment: My Observation Sheet (written descriptions)

Click to view a sample of student work. (Acrobat PDF)

My Observation Sheet:

• Do students’ written descriptions contain accurate details about what they observed?
• Do the students know that not all materials respond the same way to what is done to them? (Should be reflected in written description.)
• Do the students’ drawings accurately show cups of gravel, toilet tissue, and salt separated from water (funnels should be included in the drawings)?
• Are the cups labeled?
• Are the students’ drawings on the My Observation Sheet improving in accuracy and detail?

1. For conceptual benchmarks.
2. Bolded Sections indicate portion of benchmark addressed.
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.