BASIC EDUCATION ASSISTANCE FOR MINDANAO LEARNING GUIDE

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Science and Health Grade IV

MATERIALS

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Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be

given by the author(s) or the BEAM Project Management Unit and the source must

be clearly acknowledged.

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Mind Map

The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.

Stages of Learning

The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

Assessment

All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.

1. Activating Prior Learning

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Background or purpose

A mixture is a combination of two or more substances. In this stage, the pupils will share their prior understanding about mixture.

Strategy

Brainstorming is a process used for generating many ideas. Pupils write ideas down in a web. It is used to brainstorm ideas which are recorded. There some rules such as quantity not quality, be free-wheeling, anything goes, hitch-hiking on other's ideas is to be

encouraged, no criticism is allowed (positive or negative comments to be avoided), writer must write as said - no paraphrasing.

Demonstration is a strategy that involves modeling process, showing how something works or providing an example. It gives concrete examples of a concept that needs to be

learned.

Materials

• For each group:

> sachet of Milo/Ovaltine/any juice powder, glass of drinking water, ice, spoon > sheet of manila paper, and marking pen

• masking tape, card printed with the word Mixture

• Teacher Resource Sheet 4, Checklist for Group Participation, page 26

Activity 1: Wanna Drink?

1. Start the activity by having the pupils raise their hands to know who among them love to drink chocolate or any beverage. Acknowledge their responses.

2. Tell them that their activity is to demonstrate how to prepare a chocolate or juice drink.

3. Organize them into four groups. Distribute one sachet of Milo/Ovaltine/any juice powder, glass of drinking water, spoon, ¼ sheet of manila paper and marking pen to each group.

4. Instruct them to make a chocolate or juice drink then write the procedure on ¼ sheet of manila paper.

5. Give them about 15 minutes to do the task.

6. Once done, have them post their work on the board. Call one member of a certain group to demonstrate the way they prepare the chocolate/juice drink to the class and to read the procedure.

7. Tell them that the preparation they did is an example of a mixture. Post the word

Mixture on the board. Ask them to share ideas about it. Responses may be written on the board. Lead them to the definition of mixture.

8. Tell them to set aside their drinks. These will be used on the next activity. 9. Acknowledge their participation and continue with the next activity.

Formative Assessment

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Roundup

Pupils should have prepared and described a mixture.

2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

Background or purpose

Most types of matter are mixtures which contain more than one substance. In this stage, learners will be asked to identify things that they wanted to know about mixtures.

Strategy

Call

out-Materials

prepared chocolate/juice drink

Activity 2: Think About It

1. Bring them back to their chocolate/juice drink. Ask them:

• What materials were mixed in your glass of chocolate/juice drink? • Which material in your prepared drink is solid matter? Liquid matter? • What do you think will happen if solid substance is mixed with other solid

substance? Liquids with other liquids? Solid with liquid?

• How do you think could the components of these mixtures be separated? 2. Introduce the topic and its objectives.

Formative Assessment

Assess pupils' performance by using Checklist for Group Participation found on Teacher Resource Sheet 4, page 26.

Roundup

The pupils should have:

• identified the components of their prepared mixture;

• shared some ideas about separating components of a mixture; and • been oriented about the topic and its objectives.

3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

Background or purpose

A mixture can be classified as homogeneous or heterogeneous depending on the

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In this stage the pupils will perform the following activities: Activity 3.1, Mix it up!, will enable them to explain what happens when different states of matter (solid-solid, liquid-liquid, and solid-liquid) are mixed; Activity 3.2, Conditions for Mixing Materials, will guide them to demonstrate the common conditions that affect how solids dissolve in liquid; and

Activity 3.3, Break Through!, will allow them to demonstrate how components of certain mixtures can be separated.

These learning activities addressed Grade IV BEC competencies in Unit V, Materials.

Strategy for Activity 3.1

Small Group Discussion is a purposeful talk through which pupils explore thinking, respond to ideas, process information and articulate their thoughts in verbal exchanges with peers. It places the emphasis on pupils talking and listening to each other.

Learning Center is a physical area where the pupils are equipped with appropriate tools to facilitate and challenge learning.

Materials

• Activity 3.1, Mix it Up! page 13

• Teacher Resource Sheet 3.1, Mixtures, page 14 • For each group:

> Task 1 - 1 plastic basin, cup of sand, cup of pebbles, plastic spoon

> Task 2 – 2 identical clear drinking glasses, 1 spoonful cooking oil, 1 spoonful water, 1 plastic spoon

> Task 3 – 1 clear drinking glass, one spoonful vinegar, 1 spoonful soy say sauce, 1 plastic spoon, glass bowl

> Task 4 – 1 spoonful white sugar, one glass of water, 1 beaker, 1 plastic spoon • manila paper, pencil, marking pen, crayons

Activity 3.1: Mix it Up!

1. Unlock the terms homogeneous, heterogeneous, dissolve, and coarse.

2. Organize pupils into about four groups. You may double the number of grouping in case the class size is large.

3. Assign one of the four tasks to each group. Give them the needed materials and a copy of Activity Sheet 3.1, Mix it Up! Page 13.

4. Let them read the instructions in the activity sheet. Explain further to have a common understanding of the procedure. Inform them that they will only supply the needed information on the rows and columns relevant to their assigned task.

5. Give them about 40 minutes to do the task. Move around to each group to observe as they perform and discuss the activity.

6. Let them post their work. Assign one group to report one activity and verify similar responses from each group's output. Ask follow-up questions like:

• What states of matter were involved in activity 1? • What happened when those materials were mixed?

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7. Continue giving follow-up questions to the rest of activities. Enhance explanation as each output is presented. Refer to Teacher Resource Sheet 3.1, Mixtures, page 14. 8. Let them revisit their inferred responses in Activity 2 posted on the board. Have them

check and amend their answers.

9. Lead the pupils in formulating the concepts by asking:

• What will happen when a solid material are mixed with other solid material? (Particles can be distinguished from each other; It's size, shape and color remain the same.)

• What will happen when a liquid material is mixed with other liquid material? (Others form layers ( e.g. oil and water) while others mix completely and components cannot be identified.)

• What will happen when a solid material is mixed with a liquid material? (Some may completely dissolve in liquid while some do not and settle at the bottom of the container.)

Formative Assessment

Roundup

The pupils should have described the results when the different states of matter are mixed.

Strategy for Activity 3.2

Learning Center is a physical area where the pupils are equipped with appropriate tools to facilitate and challenge learning.

Materials

• Activity 3.2A - 3.2C, Conditions in Mixing Materials, page 15 - 17

• Teacher Resource Sheet 3.2, Factors that Affect Solubility of Solids, page 18 • Teacher Resource Sheet 4, Checklist for Group Participation, page 26 • For task 1

➢2 identical clear glasses with same amount of tap water

➢2 sachets of instant coffee powder

➢1 plastic spoon/stirrer • For task 2

➢2 identical clear glasses

➢1 small pack of brown sugar

➢1 cup hot water and 1 cup cold water

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➢1 spoonful of detergent powder

➢1 detergent bar

➢1 plastic spoon/stirrer • For task 4

➢a bottle containing honey or ketchup

➢a bottle containing cooking oil

➢a bottle containing tap water

Activity 3.2: Conditions in Mixing Materials

1. Inform the pupils that they will perform an activity to describe the conditions that affect how solids dissolve in liquids.

2. Unlock the terms stir, solute, and solvent.

3. Reorganize pupils into four groups. You may double the number of groupings in case class size is large. Provide each group with the materials including Activity 3.2A - 3.2C, Conditions in Mixing Materials, page 15 - 17.

4. Orient pupils that there are learning centers inside the classroom where each group can do the activity. Remind them of the precautionary measures in handling the breakable materials and hot water.

5. Tell all groups to perform the same activity but assign one group to report one task only.

6. Give them about 40 minutes to perform the task. You may do two activities simultaneously depending on the learning capability of the learners.

7. Facilitate in the presentation of their outputs. Enhance explanation after every

presenter. Refer to Teacher Resource Sheet 3.2, Factors that Affect Solubility, page 18. 8. Lead them to summarize the concepts.

Formative Assessment

Roundup

The pupils should have described that stirring, temperature, and particle size affect how solids dissolve in liquids.

Strategy for 3.3

Learning center is a physical area where the pupils are equipped with appropriate tools to facilitate and challenge learning.

Materials

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• For learning center 1: green box containing ¼ cup green monggo, ¼ cup white beans • For learning center 2: yellow box containing ¼ cup sand and ¼ cup iron filings, magnet,

old newspaper

• For learning center 3: clear bottle with cover containing 1 spoonful sand, 1 cup water, fine screen, plastic basin

• For learning center 4: clear bottle with cover containing 2 spoonful of soil, 1 cup tap water

• For learning center 5: blue box containing ¼ cup sand, 1 cup gravel, screen, old newspapers

• For learning center 6: evaporating dish containing salt solution (2 spoonful salt in 1 cup tap water), tripod, wire gauge, alcohol lamp, match, clay triangle (optional)

• Teacher Resource Sheet 3.3, Separating Mixtures, page 22

Activity 3.3: Separating Mixture

Advance preparation:

• Prepare the materials listed for tasks 1 to 6. > Make the following mixtures:

• 1 cup water with ¼ cup salt placed in a clear bottle with cover • 1 cup water with ¼ cup soil placed in a clear bottle with cover • 1 cup water with ¼ cup sand placed in a clear bottle with cover > Set up 6 learning centers inside the classroom with the suggested materials. 1. Inform the pupils that their activity is to demonstrate ways in separating mixtures. 2. Organize pupils into six groups. Assign one group to work in one learning center. 3. Orient the pupils that there are learning centers inside the classroom. Brief them on

the materials placed in each learning center. 4. Unlock some words such as iron filings and filter.

5. Remind them on the precautionary measures in handling breakable materials. 6. Give them time to plan how to demonstrate the task to the whole class.

7. Give additional information about ways of separating mixtures. Refer to Teacher Resource Sheet 3.3, Separating Mixture, page 22.

8. Lead the pupils in summarizing the concepts learned from the activity.

Formative Assessment

Roundup

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4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.

Background or purpose:

In this stage, the pupils are assessed on the learning they have gained from the activities performed in the previous stages.

Strategy

Structured overview is a diagram that show the relationship between key words and concepts which provides an overview of the topic. It is used as note taking format or tie new information to existing knowledge.

Materials

• Teacher Resource Sheet 1, Concept Diagram of Mixtures, page 23

• Teacher Resource Sheet for Activity 4, Concept Strips, page 24, masking tape, manila paper, marking pen

Activity 4: Mixtures

Advance preparation:

• Enlarge the diagram found on Activity 2, Mixtures, page 23. Make copies enough for all the groups.

• Cut out complete set of concept strips enough to provide for the number of groups desired.

1. Organize pupils into groups. Provide them with the materials needed.

2. Instruct them to stick the concept strips on the spaces provided in the diagram. 3. Give them about 20 minutes to finish the task. Shuttle around the room and listen as

they share their ideas.

4. Once done, have them post their outputs on the board. Facilitate in the presentation and checking of outputs.

Formative Assessment

Check students' outputs.

Roundup

The pupils should have stated that:

• mixture can be formed by mixing solid to solid, liquid to liquid and solid to liquid; • there are different ways of separating mixtures; and

• there are factors affecting how solids dissolve in liquids.

5. Practice and Application

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Background or purpose

In this stage, the pupils are given the opportunity to apply what they have learned from the topic. They will plan and prepare a mixture.

Strategy

Do It Yourselves is a strategy that gives the individual an opportunity to do the task on her/his own.

Materials

• Activity 5, We Can Do It!, page 25

• Varied fresh fruits, containers, spoons, milk

Activity 5: We Can Do It!

Option 1: Halo-halo Festival

1. Reorganize pupils into small groups.

2. Tell them that their activity is to make halo-halo.

3. Have them prepare their own materials. Remind them on the value of cleanliness especially in preparing food.

4. Move around to each group as they perform the task. Take note of each group work performance.

5. Once done, have each group demonstrate their outputs. Facilitate in the

demonstration. Get them to identify possible ways to separate the components of the halo-halo.

6. Acknowledge the efforts of the pupils in participating actively in the activity. Option 2: I'm All Mixed Up!

1. Tell them that their activity is to demonstrate the best way of doing things in an easy way.

2. Have each group pick one task (refer to Activity 5, page 25.)

3. Move around to each group. Take note of each group work performance.

4. Once done, facilitate in the demonstration. Get them to identify possible ways to separate the components of the mixture mentioned in their assigned task.

5. Acknowledge the efforts of the pupils in participating actively in the activity.

Formative Assessment

Assess pupil's performance by using Checklist for Group Participation found on Teacher Resource Sheet 4, page 26.

Roundup

The pupils should have:

• demonstrated their knowledge in preparing mixture; • identified the states of matter involved in their mixture;

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6. Closure

This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.

Background or purpose

In this stage, the pupils will write a reflection about what they learned from the series of lessons.

Strategy

Reflective Writing is used for quick assessment of pupil's understanding of concepts about the topic. They are asked to write the things they learned; things which made them interested; and one thing they want to learn more about mixtures. It also provides feedback on how the teacher teaches the topic.

Materials

• Sheets of pad paper, pens

• Teacher Resource Sheet 5, Reflective Writing Rubric, page 27

Activity 6: “My Reflection”

1. Acknowledge pupil's participation for all activities they have done by clapping their hands.

2. Say that at this point they will end the topic by having them write a reflection about the things they learned about mixtures.

3. Let them work individually. Copy these questions on the board: • What concepts have you learned from the topic?

• Which of the activities helped you most in understanding the topic? Why? • Write the things that interested you most about the topic.

• Write one thing you want to learn more about the topic. 4. Give them about 15 minutes to write their reflections.

5. Collect their reflection sheets. Appreciate the effort of everyone.

Formative Assessment

Assess pupil's performance using Reflective Writing Rubric found on Teacher Resource Sheet 5, page 27.

Roundup

The pupils should have written their reflection about the topic on mixtures.

Teacher Evaluation

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Activity 3.1

Mix it Up!

Group Number: _________ Date:

Leader: ____________________ Reporter: _

Members: _____________________________________________________

Directions: Mix the following and observe. Fill out the table below.

Task 1 – Put one cup of sand and one cup of pebbles in a plastic

basin. Label the state of matter combined.

Task 2 – Put one spoonful cooking oil and one spoonful water on

a beaker. Label the state of matter combined.

Task 3 – Put one spoonful vinegar and one spoonful soy sauce in a

glass bowl. Label the state of matter combined.

Task 4 – Put one tablespoonful white sugar into a glass of water.

Label the state of matter combined.

Activity

Number

Name of

Substance

State of

Matter

Changes observed

when mixed

Task

1 Task

2 Task

3

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Teacher Resource Sheet 3.1

Mixtures

There are four kinds of mixtures:

1. Coarse or heterogeneous mixture is a mixture in which the components can be easily identified. Each component does not change at all when combined. No new substance is formed. Examples are rice and corn grits; powdered coffee and sugar; sand and nails.

2. Suspension mixture is a mixture in which solid particles settle at the bottom if left undisturbed for sometime. Shaking a suspension distributes its components evenly. An example is liquid medicine.

3. Colloid mixture is a mixture in which fine particles float in clear water. They do not settle at the bottom of a container even if the water is left undisturbed. Examples are ice cream and mayonnaise.

4. Solution or homogeneous mixture is a mixture in which the components appear the same throughout. Their particles cannot be readily seen by the naked eye. An examples is alcohol and water.

Classifying mixtures into solid or liquid mixture depends on the state of the resulting mixture. A solid mixture is in solid state. A liquid mixture is in the liquid state. It may originally be a combination of solid and liquid substances. However, the solid finally dissolved in the liquid.

Emulsions is a kind of liquid mixture where the two liquids do not completely dissolve in each other. An example is the oil and water. Tiny drops of the dispersed oil remain suspended in water. Emulsions are not permanent. The liquids separate from each other after a certain time.

Below are the expected answers of Activity 3.1, Mix It Up!

Activity Number Name of Substance State of Matter

Changes observed when mixed

Activity 1 sand solid Size, shape and color remain the same; particles of sand and pebbles are easily identified.

pebbles solid

Activity 2 cooking oil liquid Become cloudy; oil separates from water forming layers.

water liquid

Activity 3 vinegar liquid Black in color; vinegar cannot be identified from soy sauce. soy sauce liquid

Activity 4 sugar solid Sugar dissolved in water which makes it a little bit cloudy; solid particles cannot be seen.

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Activity 3.2A

Conditions in Mixing Materials

Group Number: _________ Date:

Leader: ____________________ Reporter: _

Members: _____________________________________________________

Directions: Read first the instructions before doing the activity.

LEARNING CENTER 1

Task:

1. Get two identical glasses.

2. Label the glasses A and B respectively. Place them on the table.

3. Half-fill each glass with tap water.

4. Add ¼ of a teaspoon of instant coffee powder to each glass.

5. Get a plastic spoon. In 3 seconds, stir glass A only. Do not touch

glass B.

6. Observe carefully then answer the following questions:

> In which glass did the instant coffee powder dissolve

faster? ____________

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Activity 3.2

B

Conditions in Mixing Materials

Group Number: _________ Date:

Leader: ____________________ Reporter: _

Members: _____________________________________________________

Directions: Read first the instructions before doing the activity.

LEARNING CENTER 2

Task:

1. Get two identical glasses.

2. Label one glass COLD and the other glass HOT. Place them on

the table.

3. Put ½ cup cold water in “COLD” glass and ½ cup hot water

in “HOT” glass.

4. Add ¼ teaspoon brown sugar to each glass at the same time.

5. Get two plastic spoons/stirrer and stir both glasses.

6. Observe carefully. Record the time it takes for the sugar

to dissolve.

7. Answer the following questions:

> In which glass did the sugar dissolve faster? ___

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Activity 3.2

C

Conditions in Mixing Materials

Group Number: _________ Date:

Leader: ____________________ Reporter: _

Members: _____________________________________________________

Directions: Read first the instructions before doing the activity.

LEARNING CENTER 3

Task:

1. Get two identical glasses.

2. Label the glasses C and D respectively. Place them on the table.

3. Put a spoonful of powdered detergent in glass C, and

one detergent bar in glass D.

4. Add 1/2 cup tap water in both glasses.

5. Get two plastic spoons/stirrer and stir both glasses.

6. Observe carefully. Record the time for the detergent

powder to dissolve.

7. Answer the following questions:

> In which glass did the detergent dissolve faster? ___

> What condition enabled the detergent to

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Teacher Resource Sheet 3.2

Factors Affecting Solubility of Solids

Solubility is the ability of a solute to dissolve in a given amount of solvent. Solutes which easily dissolve are soluble. Those which dissolve a little are semi-soluble. Those which do not dissolve at all are insoluble.

There are common conditions to increase the solubility of solids in liquids. 1. Stirring

This is a mechanical force which helps spread the molecules of solid substances throughout the molecules of the liquid substance,

Like for instance in Activity 1, the instant coffee powder in glass A dissolved faster than that in glass B. Stirring the instant coffee powder made it dissolve faster. Stirring made more coffee particles come in contact with the water that resulted in getting it

dissolve faster. 2. Temperature

When a mixture is heated the molecules in both the solute and the solvent absorb the heat energy and make them move faster. So the molecules scatter themselves in the solution.

In Activity 2, the brown sugar in the HOT glass dissolved faster that the one in COLD glass. Heat present in HOT glass increased the rate at which water dissolved the sugar. 3. Particle Size

Powdering or pulverizing is making the size of particles of solids smaller. A small particle exposes more surface area to the solvent. Thus it dissolves faster.

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Activity 3.3

Separating Mixture

Group Name: ___________ Date:

Leader: ____________________ Recorder:

Reporter: __________________ Members: _

I

Direction: Read the instructions carefully before doing the task.

Task 1

1. Open the green box carefully.

2. Pour the content in a wide mouthed plastic bowl.

3. Identify the materials.

4. Think of the best way on how you can separate the

components of this mixture.

5. Explain in two sentences how it separates the components

of a mixture.

6. Be ready to demonstrate it in class.

7. What do you think is the best term to call this

method of separating mixture?

Direction: Read the instructions carefully before doing the task.

Task 2

1. Open the yellow box carefully.

2. Lay old newspaper on the floor and pour out

the content of the box.

3. Identify the components in the mixture.

4. Using the materials you have received, think of the

best way on how you can separate the iron filings from

sand particles.

5. Explain in two sentences how it can separate

the components of the mixture.

6. Be able to demonstrate it in class.

7. What do you think is the best term to call

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Direction: Read the instructions carefully before doing the task.

Task 4

1. Shake the bottle carefully.

2. Identify the particles.

4. Using the materials you have received, think of the

best way on how you can separate the components

of the mixture.

5. Explain in two sentences how it separates mixture.

6. Be ready to demonstrate it in class.

7. What do you think is the best term to call

this method of separating mixture?

Direction: Read the instructions carefully before doing the task.

Task 3

1. Shake the bottle slowly.

2. Identify the materials.

3. Think of the best way on how you can separate the

mixture completely.

4. Explain in two sentences how it could separate

the components of a mixture.

5. Be ready to demonstrate it in class.

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Direction: Read the instructions carefully before doing the task.

Task 5

1. Open the blue box carefully.

2. Identify the materials.

3. Using the materials you have received, think of

the best way on how you can separate the

components of the mixture.

4. Explain in two sentences how it could separate

the components of a mixture.

5. Be ready to demonstrate it in class.

6. What do you think is the best term to call

this method of separating mixture.

Direction: Read the instructions carefully before doing the task.

Task 6

1. The liquid inside the is salt solution.

2. Shake it slowly.

3. Using the materials you have, think of the

best way on how you can separate the components

of this mixture.

4. Write the steps and be able to demonstrate it to

the class.

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Teacher Resource Sheet 3.3

Ways of Separating Components of Mixtures

There are different ways of separating the components of mixtures. 1. Manual Separation (Picking)

This is done to a mixture whose components differ in size. Manual separation is used for separating coarse components. This method is used for sorting the different sizes of components.

In task 1, green monggo and white beans can be separated quickly by manual picking. 2. Magnetic Separation

This process makes use of a magnet to separate the magnetic component from the nonmagnetic one. In task 2, the magnet attracts the iron filings.

3. Decantation

A mixture of solid and a liquid can be separated by decantation. The liquid usually stays on top and is called supernatant. It can be poured down to another container. The solid substance remains at the bottom and is called precipitate. After decanting, the solid remains in the container. In task 4, soil settles at the bottom for few minutes when left undisturbed.

4. Filtration

The mixture can be separated by letting the smaller particles pass through a fine screen to separate them from bigger particles (such as sand and pebbles in task 3). Filter paper can also be used to separate the suspended particles from the liquid. It cannot be used to separate liquid components from a liquid mixture. Also, you cannot separate a solid that has been dissolved in a liquid by filtration.

Filter paper is a porous medium. It has very fine holes that are invisible to the naked eye. It allows the liquid to pass through but retains the tiny particles of solids.

5. Evaporation

In the evaporation process, the homogeneous liquid mixture (salt solution) is heated to let the water evaporate. The solid (salt) that has been dissolved is left on the

evaporating dish.

When the salt and water is heated, water evaporates and the salt remains at the sides and bottom of the evaporating dish.

In nature, many components of mixture are separated by the evaporation process. > water is separated from moist soil by evaporation.

BASIC EDUCATION ASSISTANCE FOR MINDANAO LEARNING GUIDE

Science and Health Grade IV

MATERIALS

Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be

given by the author(s) or the BEAM Project Management Unit and the source must

be clearly acknowledged.

Mind Map

Stages of Learning

Assessment

1. Activating Prior Learning

Background or purpose

Strategy

Materials

Activity 1: Wanna Drink?

Formative Assessment

Roundup

2. Setting the Context

Background or purpose

Strategy

out-Materials

Activity 2: Think About It

Formative Assessment

Roundup

3. Learning Activity Sequence

Background or purpose

Strategy for Activity 3.1

Materials

Activity 3.1: Mix it Up!

Formative Assessment

Roundup

Strategy for Activity 3.2

Materials

Activity 3.2: Conditions in Mixing Materials

Formative Assessment

Roundup

Strategy for 3.3

Materials

Activity 3.3: Separating Mixture

Formative Assessment

Roundup

4. Check for Understanding of the Topic or Skill

Background or purpose:

Strategy

Materials

Activity 4: Mixtures

Formative Assessment

Roundup

5. Practice and Application

Background or purpose

Strategy

Materials

Activity 5: We Can Do It!

Formative Assessment

Roundup

6. Closure

Background or purpose

Strategy

Materials

Activity 6: “My Reflection”

Formative Assessment

Roundup

Teacher Evaluation

Activity 3.1

Mix it Up!

Group Number: _________________________ Date: ________________

Leader: ________________________________ Reporter: _____________

Members: _____________________________________________________

Directions: Mix the following and observe. Fill out the table below.

Task 1 – Put one cup of sand and one cup of pebbles in a plastic

basin. Label the state of matter combined.

Task 2 – Put one spoonful cooking oil and one spoonful water on

a beaker. Label the state of matter combined.

Task 3 – Put one spoonful vinegar and one spoonful soy sauce in a

glass bowl. Label the state of matter combined.

Task 4 – Put one tablespoonful white sugar into a glass of water.

Label the state of matter combined.

Activity

Number

Name of

Substance

Group Number: _________ Date:

Leader: ____________________ Reporter: _

Group Number: _________ Date:

Leader: ____________________ Reporter: _

Group Number: _________ Date:

Leader: ____________________ Reporter: _

Group Number: _________ Date:

Leader: ____________________ Reporter: _