Mixtures and Solutions

Overview

Students conduct two short, safe investigations: one to create a solution and one to create a mixture. They record observations and data, linking the separating-sequence ideas from earlier lessons to real properties of substances in mixtures and solutions.

Learning intentions

• WALT: Conduct an experiment to create a solution and a mixture safely and systematically.
• WALT: Describe how substance properties (like dissolving and particle behaviour) show up in observations.
• WALT: Follow a planned procedure to make valid observations and measurements.
• WALT: Record results clearly on a worksheet using multiple-choice responses.

Success criteria

• I can complete both experiments (solution and mixture) following the procedure.
• I can record observations accurately (with correct multiple-choice answers and a short written note if needed).

Curriculum links

• SC4-SOL-01: Students explain how the properties of substances enable separation in a range of techniques (linked to what happens when substances dissolve vs stay mixed).
• SC4-WS-04: Students follow a planned procedure to undertake safe and valid investigations (used during guided practical work).
• SCLS-WS-07: Students identify problems and strategies that can be used to solve them (used when troubleshooting “it won’t dissolve” or “too cloudy to see”).
• SCLS-SOL-01: Students describe properties of familiar substances and materials (used when students compare solute/solvent behaviour and mixture appearance).

Lesson structure (30 minutes)

1. 0–4 min · Hook (YouTube clip + prediction). Teacher plays the short section of “Simple Science Experiments” showing mixing/dissolving, then asks students: “What changes—disappears or stays visible?” Students do a quick think then hold up A/B cards for prediction (solution vs mixture outcome).

2. 4–10 min · Modelled procedure (step-by-step). Teacher explicitly models both experiments on the bench (or demo materials):

• Experiment A: create a solution (stir until dissolved)
• Experiment B: create a mixture (combine without dissolving, then observe) Students follow along with a class checklist and answer two quick multiple-choice questions on the board: “Which one is a solution?” and “Which one keeps separate particles?”

Mini success criteria check: “Can you name what you will observe in each experiment?”

3. 10–22 min · Guided hands-on investigations (paired). Teacher circulates while students in pairs complete both experiments using the teacher’s procedure cards. Students:

• Record time/stirring steps (e.g., “stirred for 30 seconds”)
• Observe colour/clarity, whether it “disappears”, and whether new layers form
• Choose multiple-choice responses on the worksheet after each experiment

Teacher prompts safety and validity: “Use the same amount each time; stir the same way; don’t touch solutions; look closely before recording.”

4. 22–27 min · Independent worksheet recording (data + observation). Students complete the worksheet section individually with multiple-choice answers, then one sentence using a starter: “A solution is when the particles ____.” Autistic supports: teacher provides visual sequence icons (1=pour, 2=stir, 3=observe, 4=record) and allows controlled movement if needed.

5. 27–30 min · Share-out + quick exit check. Teacher asks for 3 student examples: “Which is the solution and what property helped you tell?” Students complete a 3-question exit ticket (multiple choice only) to confirm both experiments were understood and recorded correctly.

Resources

• Teacher YouTube video clip “Simple Science Experiments” (played from device/speaker)
• Materials for Experiment A (solution): clear cups, water, salt or sugar, stirring rods/spoons, measuring scoop
• Materials for Experiment B (mixture): water, sand or pepper or food-safe glitter, clear cups
• Procedure cards with numbered steps and safety icons
• Student worksheets with multiple-choice questions for each experiment and a short sentence starter
• A/B prediction cards (or laminated multiple-choice cards)
• Timer (phone or classroom timer)
• Safety gear: goggles (if school policy), aprons or lab coats as available
• Rubbish bins and paper towel for spills
• Data table template on the worksheet (clarity/visible particles/layering)

Assessment

• Formative during modelling: observe students choosing correct prediction cards and responding to two multiple-choice questions.
• Formative during guided practical: check that students follow SC4-WS-04 steps (same amounts, correct stirring, correct safety behaviour) and record promptly.
• Exit ticket (final 3 minutes): multiple-choice confirmation of solution vs mixture observations.

Differentiation

• Support (autistic students):
• Visual step icons and a static procedure card at each workstation
• Sentence starters and one-sentence writing limit
• Multiple-choice answers to reduce handwriting load
• Support for language needs:
• Word bank on worksheet (solution, mixture, dissolve, particles, clear/cloudy)
• Extension (for quick finishers):
• Add a challenge question: “If we filter this, which one would separate better and why?” (1 extra multiple-choice)
• Management strategy:
• Pre-allocated roles in pairs (pour/stir/record) to reduce confusion and maintain predictability

Success criteria for each lesson

• I can safely follow the planned procedure to create a solution and a mixture.
• I can correctly complete both experiments and choose the correct multiple-choice observations on my worksheet.