1. Done By: Brenda Cudmore Clynton Lahner Pure Substances and Mixtures Grade 7

2. Introduction to Pure Solutions and Mixtures  Introduction to the exciting world of pure solutions and mixtures.  Students will be asked What type of substance the flubber they are shown is? Pure substance or mixed substance?  Think Pair Share  Pure solution (cannot be separated into any simpler components by any physical or chemical process. The substance is made of all the same particles. Eg. Copper Wire, Distilled Water).  Mixtures (When 2 or more substances combine without reacting with one another, and are able to be separated again later on. Eg. Brass, sea water, kool aid).  Video-Describing flubber  Safety-procedures  Introduce and Perform Lab  Consolidation :  What type of substance is our flubber? Pure substance or mixed substance?  Review pure substance and mixture concepts.

3. Lesson Sequence  Lesson 1: Introduction to pure substances and mixtures  Flubber mixed or pure substance.  Lesson 2: Pure Substances  What are the characteristics of pure substances?  Centers to identify different pure substances.  Lesson 3: Mixtures  Solutions (solubility, water as a universal solvent).  Mechanical vs. Solutions.  Lesson 4: Separation of Mixtures  Processes and Technology.  Assess the impact on society and the environment of different industrial methods of separating mixtures and solutions.  Lesson 5: Distinguishing between Pure Substance and Mixtures  Review characteristics of pure substances and mixtures.  Lesson 6: Mixtures and the Environment  Assess positive and negative environmental impacts related to the disposal of pure substances (e.g., uranium) and mixtures.

4. Curriculum Expectations 2.1 Follow established safety procedures for handling chemicals and apparatus (e.g., wash hands after handling chemicals, take note of universal warning symbols). 2.3 Investigate processes (e.g., filtration, distillation, settling, magnetism) used for separating different mixtures. 3.1 Distinguish between pure substances (e.g., distilled water, salt, copper pipe) and mixtures (e.g., salad dressing, chocolate chip cookies).

5. Pure Substances and Mixtures Introduction: Teaching Approach  Think Pair Share  Students are given a minute to think about topic, two minutes to exchange ideas with a partner and a whole class short discussion will then be carried out. This provides students an opportunity to create quality responses to share with the class.  Students are actively engaged by allowing discussion with a partner and the class on the subject of what a pure substance and mixture are, thus encouraging interest in the topic.  Students must use prior knowledge to make sense of these new concepts, thus acting as a diagnostic for what students know, and clarifying previous misconceptions.

6. Pure Substances and Mixtures Introduction: Teaching Approach  Introduction video: Make Silly Putty Lab demonstration of Pure Solution and Mixtures Link Just in Case: http://www.youtube.com/watch?v=J 35rd3RC4vQ&feature=youtube_gdata _player

7. Pure Substances and Mixtures Introduction: Teaching Approach  Lab Activity: Making Flubber Group Investigation Pure or Mixed Substance?  Question: Is Flubber a Pure substance or a Mixture? Why or why not?  Prior to the lab students will be given a handout with a three column chart. The first column will be filled in (Lab Method). Students will be expected to fill in column 2 (Predictions) and column 3 (Observations) as they progress through the lab.  Students will work in their seats and may work with the student beside them. They may discuss the process of what they are doing while working and what they think is happening and a possible explanation to the investigations questions.  Safety will be explored later in this presentation.

8. The Central Dogma: Teaching Approach Lab Activity Materials  Ingredients:  Plastic bags (Zip Lock Bags)  1 cup of water  white glue (Elmers)  2 tsp. Borax  Food Colouring Lab Activity Procedure: 1.Give each student a zip lock bag. 2.Combine ¼ cup of glue and ¼ cup of water in the bag. Have students roll the bag around in their hand to mix. 3.Add ½ teaspoon of Borax, ¼ cup of water and 3-4 drops of food colouring (students choice). Mix together well. 4.If you roll it in a ball you can bounce it on the floor but don't try to bounce it on the carpet, it picks up a lot of lint. 5.Discuss the investigations Big Question as a class. *Note Measurements are approximate. *Suggestion, make ahead of time to ensure success.

9. The Central Dogma: Teaching Approach  Review: By the end of this lesson students will be able to…  Through investigate establish whether Flubber is a pure substances or a mixtures.  Set up criteria for distinguishing if a substance is pure or if it is a mixture.  Follow safe procedures that have been established before hand for handling chemicals and apparatus.

10. Potential Student Difficulties Abstract concept – difficulties for students to distinguish a pure substance 1. Recognizing the difference between pure substances vs. mixtures. 2. Distinguishing the criteria a pure solid substance, a homogenous solution and mechanical mixture. 3. Individual Education Plans (IEPs), ELL and Gifted.

11. Solutions to Student Difficulties Solutions to student difficulties 1 & 2 1.Students will be given the opportunity to participate in hands on activities. 2.Students will be able to use graphic organizers (e.g. colour coding concept or theme, flow charts). 3.Provide students with extra time, computer options, strategic seating, assistive technology, etc. Individual Education Plans (IEPs).

12. Pure Substances and Mixtures Introduction: Teaching Approach Safety Considerations 1.DO wash your hands before handling food or putting your hands near your mouth. 2.Be careful with the glass beakers as they could break and cut you. 3.Always cover work area and play area to prevent a big mess. Goop will stain! Never eat or drink in the laboratory or from laboratory equipment. 4.Keep personal items off the lab tables. Rough play or mischief should not be permitted in science classrooms or labs.

13. Practical Applications In the kitchen: Separating broken glass from a cake mixture. In Industry: Removing iron (Ferrous) metal from garbage recycling depot. In the science lab: distilled water (insulator) vs. tap water (semi conductor). Differentiate between pure substances and mixtures in common use....

14. Differentiated Assessment  Students would have a choice for their culminating task assessment on pure substances and mixtures. The following tasks are targeted to students’ multiple intelligences:  A poster displaying the characteristics, importance of distinction, and methods of separation of mixtures of pure substance and mixtures. (Visual)  Make a music video about characteristics, importance of distinction, and methods of separation of pure substances and mixtures. (Musical)  A videotaped oral story about the characteristics, importance of distinction, and methods of separation of pure substances and mixtures. (Linguistic)  A lab activity relating to the following concepts: characteristics, importance of distinction, and methods of separation of pure substances and mixtures.

15. Differentiated Assessment  Students’ understanding of the concepts of protein synthesis would also be evaluated on a unit test  Formative assessment would be completed based on students’ contributions to class discussions