Mixtures Starter

Overview

Today students are introduced to mixtures through everyday examples and a short video. This lesson builds the foundation for later learning about how substance properties allow mixtures to be separated.

Learning intentions

• WALT: Understand what mixtures are and recognise examples in daily life.
• WALT: Describe mixtures using simple categories based on observable features.
• WALT: Identify mixtures in images using clear reasoning.
• WALT: Connect mixture examples to real-life contexts (food, air, cleaning products).

Success criteria

• I can define a mixture as two or more substances mixed together that do not combine into one substance.
• I can identify at least three types of mixtures (e.g. solid–solid, solid–liquid, liquid–liquid, gas–liquid).
• I can explain why an example is a mixture using observable evidence (more than one substance present).
• I can select the correct answer on a multiple-choice worksheet for each image.

Curriculum links

• Science 7–10, Stage 4: SC4-SOL-01 — Students explain how the properties of substances enable separation in a range of techniques (intro groundwork: recognising mixtures).
• Science 7–10, Stage 4: SCLS-SOL-01 — Students describe the properties of familiar substances and materials (link: mixtures are recognised through familiar properties).
• Science 7–10, Stage 4: SC4-WS-04 — Students follow a planned procedure to undertake safe and valid investigations (today’s focus is classroom procedure for viewing, sorting, and recording evidence).

Lesson structure (30 minutes)

1. 0–5 min · Visual hook. Teacher shows a prepared slideshow with 6–8 everyday pictures (pizza, muddy water, cereal, salad, cooking oil and water, air near a fan, muddy sand). Students do a quick “thumbs up/down” to predict: “mixture or not a mixture?” and state one reason using a sentence stem: “I think it is a mixture because…”.

2. 5–10 min · Direct teach (short). Teacher explains: mixtures are when two or more substances are mixed together and they keep their identity (you can often spot more than one substance). Teacher introduces a simple categorisation:

• solid–solid (e.g. trail mix)
• solid–liquid (e.g. muddy water)
• liquid–liquid (e.g. oil and water)
• gas–liquid or gas–solid (e.g. fizzy drink bubbles; air in a spray bottle).

3. 10–15 min · Modelled discussion (teacher-led sorting). Using the slideshow again, teacher models a “think-aloud” sorting table with four columns (category headings only, no complex terms). Students watch and then answer orally using a checklist:

• Is there more than one substance present?
• Are they just mixed, not forming a single new substance?
• Which category fits best?

4. 15–20 min · Guided group activity (real-life examples). Students work in pairs or small groups (teacher chooses pairings for autistic students with predictable roles). Each group gets a set of picture cards and a “Mixture Category” recording strip with multiple-choice options (four options per card). Teacher circulates to confirm correct choices and prompt reasoning with sentence starters:

• “This is a mixture because…”
• “It fits best under…”

5. 20–26 min · Independent multiple-choice worksheet. Students complete an image-based multiple-choice worksheet (10–12 questions). Each item shows a picture and asks “Which is a mixture?” with four options. Students circle the correct answer and, for two questions, write one short reason (single sentence or scaffolded fill-in-the-blank). Teacher provides extra support by reading questions aloud for students who need it and offering a visual answer choice on a mini-card.

6. 26–30 min · YouTube clip and exit check. Teacher plays the YouTube clip titled “What are Mixtures?” for the allotted time (or stops at key moments if needed for pacing). Students complete a quick oral exit check: “Name one mixture from the clip and its category.” Teacher records responses for formative assessment.

Resources

• Slide deck (pictures: solids, liquids, gases examples; four category headings)
• Mixture category sorting cards (image cards) and recording strips
• Multiple-choice worksheet with image prompts (printed)
• Sentence starter strips for guided reasoning
• Mini visual choice cards (A/B/C/D) for some students
• Timer for each segment
• Device/speaker setup to play the YouTube clip
• Student pencil and eraser

Assessment

• Formative during hook: thumbs up/down plus one reason (teacher quick scan)
• Formative during sorting: teacher checks multiple-choice selections and listens for correct mixture reasoning
• Worksheet marking: number correct and whether students can match to a category
• Exit check at end: one mixture example and its category stated orally

Differentiation

• For autistic students: provide clear visual instructions, consistent roles in groups (reader, sorter, recorder), and reduced verbal demand where possible (sentence starters and choice cards).
• Support: pre-teach one example per category using the slideshow; allow students to answer verbally instead of written for the two reason questions if needed.
• Scaffold worksheet: offer a “word bank” (mixed, two substances, not a single new substance, solid, liquid, gas) and highlight it on the worksheet margin.
• Extension (for early finishers within same task): add a “challenge” question on the last worksheet item: “Find another mixture at home or school and tell which category it is.”