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Miami-Dade County Public Schools

Division of Academics

RequiredESSENTIAL

Laboratory Activities

Grade 5 Essential Lab # 1TEACHER EDITION

REVISED July 2016

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, ChairDr. Dorothy Bendross-Mindingall, Vice Chair

Ms. Susie V. Castillo Dr. Lawrence S. Feldman

Dr. Wilbert “Tee” HollowayDr. Martin Karp

Ms. Lubby NavarroMs. Raquel A. RegaladoDr. Marta Pérez Wurtz

Mr. Sebastian M. LorenzoStudent Advisor

Mr. Alberto M. CarvalhoSuperintendent of Schools

Ms. Maria L. IzquierdoChief Academic Officer

Office of Academics and Transformation

Ms. Lissette M. AlvesAssistant SuperintendentDivision of Academics

Mr. Cristian CarranzaAdministrative DirectorDivision of Academics

Department of Mathematics and Science

Dr. Ava D. RosalesExecutive Director

Department of Mathematics and Science

ESSENTIAL LAB # 1 SEPARATING SALT, SAND AND IRON FILINGSGRADE 5 ESSENTIAL LAB (TEACHERS’ VERSION)

STEM 2.0 (Science and Math)

Benchmarks: SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction. (Also assesses SC.5.P.8.2)SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

MAFS.5.MD.1.2 Represent Data. MAFS.4.MD.1.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr., min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.

Objective/Purpose: Students will describe and/or explain how mixtures of solids can be separated. Students will identify common materials that dissolve in water. Students will identify or describe conditions that will speed up or slow down the

dissolving process.

Background Information: Iron is a magnetic solid and does not dissolve in water. Salt is not a magnetic solid and dissolves in water. Sand is not a magnetic solid and does not dissolve in water.

Teacher Notes: In this activity students will learn that materials can be separated according to differences in their physical properties. Some of the physical properties used in the activity will include whether or not a substance is magnetic or whether or not a substance dissolves in water.

Engage: Hold up a small bottle of sand and another of white rice. Ask students to name some properties of each. Now pour some of each into the same small beaker and stir. How have the properties of each changed? What have we made? How could we separate them? Students may suggest separating them by picking out the rice; have a student try this. What would be a faster way? (Use a strainer.)

Page 7 Science Department, Office of Academics and Transformation

Explore: What physical properties can be used to separate a mixture of salt, sand, and iron filings?

Materials: 1 one-ounce cup with a mixture of salt, sand, and iron filings 3 index cards 2 plastic spoons 1 magnet in a sealed plastic bag 1 cone-shaped coffee filter 100 mL of water in a graduated cylinder 1 hand lens 1 paper towel 1 pair of safety goggles 2 plastic clear cups 1 strainer

Procedures: 1. Spread out the mixture on one of the index cards. Use the hand lens to observe the

mixture and identify the salt, sand, and iron filings. How can you tell their differences? Record your observations and explanations in a data table #1.

2. Place the magnet in the sealed plastic bag under the index card. Move the magnet around under the mixture on the index card. Slowly pull the magnet to the side. Take the magnet away from the index card. Repeat this several times until you have separated one of the ingredients from the mixture. The student doing this part should wear the safety goggles.

3. Carefully brush only the separated particles onto a clean index card.

4. Use the hand lens to observe the particles that were separated out of the solid mixture. Record your observations about iron filings in data table #4.

5. Put the remaining mixture of salt and sand back into the plastic cup. Pour 100 mL of water into the cup with the mixture. Stir it for 10 seconds with a plastic spoon.

6. Put the cone-shaped coffee filter in the other plastic cup.

7. Pour the mixture in the cup through the coffee filter in the other cup. Use the plastic spoon to scrape out all of the mixture from the cup.

8. Carefully remove the coffee filter from the cup. Open up the filter. Use the hand lens to observe what is in the coffee filter. Record your observations about the sand in data table #8.


9. Use the hand lens to observe what is in the second plastic cup (water). Record your observations about the water in data table #9.

10.Leave the cup in a sunny window to allow the water to evaporate. After a several days, use the hand lens to observe what is in the cup now. Record your observations in data table #10.

Have students record their observations for steps 1, 4, 8, 9, and 10 in the data tables below.


#1. Observations

#4. Observations

#8 Observations

#9. Observations

Explain/Evaluate

1. What did you observe when you used the magnet to separate the solid mixture? Which particles were separated out of the solid mixture by using the magnet?_________________________________________________________________________________________________________________________________________________________________________________________________________

2. When you stirred water into the mixture and poured it through the coffee filter, what did you observe? What is the solid material in the coffee filter?_________________________________________________________________________________________________________________________________________________________________________________________________________

3. Claim - Evidence – Reasoning (CER)

Question: What physical properties can you use to separate a mixture of salt, sand, and iron filings?

Claim:__________________________________________________________________ ____________________________________________________________________________________________________________________________________ __________________________________________________________________

Evidence:____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________


#10. Observations

____________________________________________________________________________________________________________________________________

Reasoning:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________

Elaborate:

What did you observe in the cup from step #10 after it had been left in the window for several days?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Extension:

Have students create a list of mixtures and solutions that they find in everyday life in their journals. Then describe how they can be separated using the objects’ physical properties.

Possible examples include: In cooking, you normally skim off the oil/fat from the gravy or broth.

In cooking, you sometimes need to separate the egg yolk from the egg white to make meringues.

Separating into recyclables into groups of plastic, paper and glass for collection. Huge magnets are used to separate iron from other metals in scrap yards. In some places in the world, salt is evaporated from oceans to provide drinking

water.

Science Department, Office of Academics and Transformation

Reading Passage for Essential Lab # 1Mixtures and Solutions

Adapted from GEMS 5th Grade Curriculum

We often mix, or combine, different kinds of matter in our daily lives. A salad is a combination of

vegetables or fruit. Iced tea is a combination of water, tea, sugar and ice. Concrete is a combination of

sand, gravel, and water. These combinations are called mixtures. Even our backpacks contain a

combination of books, notebooks, pens, pencils, and paper.

A mixture is a combination of two or more objects or substances. The substances that mix

together are called ingredients. Mixtures can be made up of solids, liquids, or gases. The ingredients in

a mixture do not join together to form any new substances.

Mixtures are physically combined. Each ingredient retains, or keeps, some or all of its own

physical properties. The ingredients in a mixture can also be physically separated. Some mixtures such

as trail mix (raisins, peanuts, chocolate chips, and coconut) can be easily separated by just using your

fingers. You might pick out all of the raisins and eat the rest. Other mixtures might require using tools to

get them separated.

When you eat a mixture like trail mix, the ingredients taste the same as they do when they are not

mixed together. The raisins are sweet; the peanuts are salty, and the chocolate chips are crunchy. The

ingredients stay the same color. Mixing the raisins, peanuts, chocolate chips and coconut does not

change their physical properties.

Lemonade is another mixture that has the properties of its ingredients. It is sweet like sugar, sour

like lemons, and a liquid like water. But, can you take lemonade apart? It would be more difficult to

achieve, but you can take the ingredients in lemonade apart. Letting the water evaporate would leave

behind the lemonade powder and the sugar.

Mixtures are separated by using the different physical properties of their ingredients. Some

mixtures contain items made of iron. A magnet will separate the iron from the other ingredients. You

could pick nails out of sand by using a magnet. Mixtures with small particles can be separated by sifting

or filtering. You might use a sieve or strainer to separate sand from water. As you pour in the mixture, the

sand will be trapped as the water passes through the sieve. Filters trap particles even smaller than the

grains of sand. Air conditioning filters trap tiny particles of dust and separate them from the gases in the

air.

Some mixtures have particles or ingredients so small that you can’t see them. You can’t see the

particles of salt when it is mixed with water. This is because the salt dissolves in the water. When one

or more substances dissolve in another substance, the result is a special kind of mixture called a

solution. The particles of salt spread out evenly in the water so that the solution looks the same

throughout. Although you can’t see the salt in the water, you can still separate the salt-water mixture. If

you boil the salty water until the water evaporates, all of the salt will remain in the pan.

In a solution some properties of the ingredients stay the same while others change. For example,

if you mix sugar and water, the dissolved sugar is still sweet. Other properties of the sugar change.


Dissolved sugar is no longer a white powder. The water is still a clear liquid, but a sugar-water solution

has a higher boiling point and a lower freezing point than pure water.

The ingredients in a mixture like Italian salad dressing can also be separated. When you use this

type of salad dressing, you have to shake it up before you can pour it on your salad. The oil, the vinegar

and the spices in the dressing don’t dissolve. The ingredients only stay mixed for a short period of time.

After sitting for a while, the spices will sink below the vinegar and the oil will rise to float on top of the

vinegar. By allowing time for the ingredients to sink or float, you can easily separate the oil from the

vinegar by using a spoon to skim off the oil. You can separate the spices by pouring the remaining

mixture through a sieve or a filter.


Reading Passage Questions for Essential Lab # 1

1. Why is it possible to separate the ingredients in a mixture? The ingredients in a mixture—

A retain their own physical propertiesB change color when they are mixed togetherC look exactly the same as before being mixedD are not able to be separated by hand.

2. A mixture is a combination of—

A two or more solidsB two or more substancesC a solid and a liquidD a liquid and a gas

3. Which of the following is NOT a solution?

A Powdered drink mix and waterB Salt and waterC Italian salad dressingD Chocolate syrup and milk

4. A worker in a hardware store accidentally poured some steel nails into a container of aluminum nails. All of the nails look exactly alike. What would be the best way to separate the mixture of nails?

A Heat the container until the aluminum nails melt.B Use a hand lens to see the difference between the nails.C Pour water into the container to see which nails float.D Drag a magnet through the container to remove the iron nails.

5. Which of the following substances would dissolve in water?

A SandB Powdered drink mixC Oat MealD Cooking oil


Essential Lab 1 Reading Passage Mixtures and Solutions Answer Key

1. ANSWER: A2. ANSWER: B3. ANSWER: C4. ANSWER: D5. ANSWER: B


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