Mix It Up!

Overview

In this third lesson of Discovering Materials Around Us, students investigate what happens when sand, water and dirt are mixed. They observe, describe and represent changes, noticing that some mixtures can be separated or return to their original materials, while other changes are difficult to reverse.

Learning intentions

Students will:

• identify the materials in a simple mixture
• describe observable properties and changes using scientific words
• observe what happens when materials are mixed and left to settle
• discuss whether a change is reversible or difficult to reverse
• record observations using drawings, labels and simple words

Success criteria

• I can name the materials I used.
• I can describe what I saw, such as wet, dry, cloudy, gritty, smooth or settled.
• I can show what happened before and after mixing.
• I can say whether the materials can be separated or returned to how they were.

Curriculum links

• Science: recognising that objects can be composed of different materials and describing observable properties.
• Science: representing observations in provided templates and identifying patterns with guidance.
• Science inquiry: observing, manipulating, comparing and communicating findings.
• Developing vocabulary to describe materials, mixtures and observable changes.

Lesson structure (45 minutes)

1. 0–5 min · Hook and recall. Teacher shows a clear cup of water and a cup containing sand and water, using the hook and recall slides to ask, “What do you think happened?” Students turn and talk, then recall material names and properties from earlier lessons.

2. 5–10 min · Teach and predict. Teacher explains that a mixture is made when materials are put together, models the words mix, separate, reversible and difficult to reverse, and demonstrates safe stirring. Students make a prediction by completing the first part of the mixture observation sheet, drawing what they think each mixture will look like.

3. 10–25 min · Practical investigation. Teacher places students in five groups of five and gives each group three labelled cups, small amounts of sand, soil or dirt, water, spoons and a tray; students use only teacher-provided quantities and do not taste or touch materials near their faces. Students mix sand and water in one cup, dirt and water in another, and observe the dry materials before mixing; they stir gently, watch closely and record drawings and describing words on the mixture observation sheet.

4. 25–32 min · Observe and separate. Teacher pauses the investigation so students look again at the cups after settling, then models carefully pouring the water from the sand mixture through a strainer into an empty cup. Students compare the mixtures, identify materials they can still see, and discuss whether each material can be separated easily, using the investigation and separation slides for visual prompts.

5. 32–40 min · Share and represent. Teacher gathers observations on a class chart under “Before mixing”, “After mixing” and “Can we separate it?”, accepting drawings, gestures and oral descriptions. Students complete the final section of the mixture observation sheet and share one observation with their group, such as “The sand sank” or “The water became cloudy.”

6. 40–45 min · Plenary and exit check. Teacher revisits the question, “Does mixing always make a new material?” and uses the discussion and plenary slides to display two simple examples: sand and water, and dirt and water. Students complete an oral exit response: “I mixed ___ and ___. I noticed ___. It was easy/difficult to separate because ___,” with the teacher recording responses for students who need scribing.

Resources

• the complete Mix It Up! slide deck
• the mixture observation sheet
• Clear plastic cups or containers, three per group
• Sand, clean garden dirt or soil, and water
• Small spoons or paddle pop sticks
• Trays to contain spills
• Child-safe strainers or sieves
• Large class observation chart and marker
• Aprons or paint shirts and wipes
• Handwashing facilities

Assessment

• Listen during predictions and group talk for correct naming of materials and use of observable properties such as gritty, wet, cloudy, heavy and settled.
• Check students’ observation sheets for a before-and-after representation and an attempt to explain whether materials can be separated.
• Use the exit response to identify students who understand that mixing does not always create a new material and that some mixtures can be separated more easily than others.

Differentiation

• Support students with picture labels for sand, dirt and water, gestures, repeated demonstrations and sentence starters: “I can see…”, “It feels…”, and “We can/cannot separate…”.
• Provide a partner scribe, adult support or drawing-only response option for students with emerging writing, fine-motor or communication needs.
• Use clear containers, high-contrast materials and close teacher modelling for students with sensory or vision needs; allow students to observe rather than handle materials if required.
• Extend confident students by asking them to compare which mixture settles fastest, explain why the water looks different, or suggest another safe way to separate a mixture.