Science 7 Mixtures and Pure Substances PDF

Grade Science 7 Topic Pure Substances and Mixtures
Date Allotted Time 90 minutes
Cite sources used to develop this plan:

- BC Science 7 textbook
- BC Science 7 Student workbook – p. 89
- Adaptations from: http://morganhunter.wordpress.com/fall-field-placement/lesson-plans/lesson-plan-5-
pure-substances-mixtures-and-solutions/
Rationale: Why is this lesson relevant at this time with these students?
Students have just learned about the states of matter and particle theory. This lesson moves into
understanding the composition of everyday matter and learning about its complexities beyond the naked
eye. Students will get to analyze the everyday matter around them and understand it through a scientist’s
eyes.
Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?
Provincial IRP
Physical Science: Chemistry
- Classify substances as elements, compounds, and mixtures
Assessment
Lesson Outcome Sources of Evidence Criteria

What will students learn? What product or action will show What will you look for in this
what students have learned? evidence?
SWBAT distinguish pure Students will go out into the school Observation chart has been
substances and mixtures. (inside and outside) to classify matter completed fully and accurately.
as a pure substance or a mixture and
fill out findings in an observation
chart provided.
SWBAT identify a As a class students will go over matter Students participate in a class
homogenous mixture and a classified and differences between discussion and accurately complete
heterogeneous mixture. mixtures will be identified and re- and submit the ticket out the door
classified as a class. asking them to define and draw a:
mixture, pure substance,
heterogeneous matter and
homogeneous matter.
Resources, Material and Preparation: What resources, materials and preparation are required?
- Observation chart and Ticket out the door printed
- Whiteboard and whiteboard markers
Lesson Development
1
Pacing
 Introduction:
10 minutes
1. Class will begin with an introduction to/review of the particle theory.
Students will be given a handout and tasked to read the 5 laws of the
Particle theory of matter. The first four should be review for them and the
last one may be new.
1. Matter is made up of particles too small to be seen
2. The particles are always in motion
3. The particles have empty spaces between them
4. Particles at a higher temperature are moving faster than particles
at a lower temperature
5. Each pure substance has its own kind of particle.
2. Students will be asked to put the reading away and tell me the 5 different
laws from memory. These will be written on the board for extra visual
emphasis.
 Teaching/Learning Sequence:
2. Students will be asked to consider the words mixture and pure substance 5 minutes
and asked what they think they mean. They will first be asked to speak to
their neighbour to discuss.
Then we will try and make a class definition.
All ideas that are offered will be written on the board.

5 minutes
3. Next the official definitions will be provided.
Pure substance: is the same throughout and every sample has the
same properties.
Mixture: contains two or more different types of matter
4. Students will be given the task of going out and exploring the school
inside and outside (QUIETLY) to try and classify matter as a pure 25 minutes
substance or mixture.
Guidelines will be given verbally and are also written on
observation chart:
- All columns of the chart need to be filled out: product,
observations, mixture or pure substance, & reason
- Each pair needs to have at least 5 things classified
- Each pair needs to have at least one item from each category
- Be creative!! Look beyond the obvious… ex. Open the fridge,
look in your lunch kit, what’s in the art room (if not used…etc.)
Students will be asked to pair up but every student needs to get an

observation chart for practice on filling out data.
2
Students will be told what time they are to return to the classroom and
emphasis will be put on being on time.
Throughout the activity I will circulate to ensure that students are on task,
and to answer any questions they may have.
5. An observation chart will be drawn on the whiteboard. Back in the
classroom, each pair will present one example from their observation chart. 15 minutes
They should be asked to try and give one of their more creative entries.
They will present their idea and write it on the collective chart.
6. Students will be asked: Which products were the most difficult to
classify and why? 5 minutes
Prompts will be provided if necessary to help them get to the idea of what
the matter looks like.
7. Discussion will be guided towards the definitions of hetereogeneous and
homogenous. 15 minutes
Questions to consider when classifying:

- Can it be separated into parts?
No = Pure Substance; Yes = Mixture
- Can you see the different parts?

No = Homogeneous; Yes = Hetereogeneous
Students have a chance to reconsider any of the items on their observation

charts.
 Closure:
8. Ticket out the door:
Each student is required to complete the handout on Pure substances and 10 minutes
mixtures, p. 89 from BC Science 7 Student workbook.
Students should submit handout and observation chart as formative

assessment prior to leaving class.
Remind students to put their names on their work.
5. Accommodations (adaptations, extensions, other): How will you plan for students who have
learning/behaviour difficulties or require enrichment?
- Clear time allocations need to be given to keep students on task, especially those who struggle with
focus
- I will continually circulate to assist any of the students who are struggling
- Ticket out the door will be student notes to help students who struggle with note taking
- Students will be asked to classify a minimum of 5 objects but if done they are encouraged to do
more
3
4

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What are pure substances and mixtures?

What is the difference between a homogeneous and heterogeneous mixture?

Grade Science 7 Topic Pure Substances and Mixtures

Date Allotted Time 90 minutes

Cite sources used to develop this plan:

Lesson Outcome Sources of Evidence Criteria

Then we will try and make a class definition.

All ideas that are offered will be written on the board.

Students will be asked to pair up but every student needs to get an

Questions to consider when classifying:

- Can you see the different parts?

Students have a chance to reconsider any of the items on their observation

Students should submit handout and observation chart as formative

Remind students to put their names on their work.

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