| Objectives | Investigate mixing and separating solids. |
|---|---|
| Materials | Rice, beans, sand, sieve, magnet |
| Key vocabulary | mixture, separate, sieve, sort |
| Engage (starter) | "How can we separate a mix of beans and sand?" |
| Develop (main) | Interactive: mix solids then separate them by hand, sieve, or magnet; discuss how properties help separate them; tap-to-reveal methods. |
| Plenary (close) | How can we separate beans from sand? |
| Assessment | Separates solids. |
| Teacher notes | Property differences allow separation. |
| Objectives | Investigate which solids dissolve in water. |
|---|---|
| Materials | Salt, sugar, sand, flour, water, cups |
| Key vocabulary | dissolve, soluble, insoluble, solution |
| Engage (starter) | "Where does the sugar go when we stir it in?" |
| Develop (main) | Interactive: stir salt, sugar, sand, and flour into water; sort soluble and insoluble; tap-to-reveal dissolving and solutions. |
| Plenary (close) | Name something that dissolves in water. |
| Assessment | Identifies soluble solids. |
| Teacher notes | Introduce soluble and insoluble. |
| Objectives | Plan a fair test on what makes solids dissolve faster. |
|---|---|
| Materials | Sugar, warm/cool water, spoon, timer |
| Key vocabulary | fair test, dissolve, stir, temperature, time |
| Engage (starter) | "How can we make sugar dissolve faster?" |
| Develop (main) | Interactive: plan a fair test changing one thing (stirring or water temperature); time and record; tap-to-reveal the fair-test rule. |
| Plenary (close) | What made the sugar dissolve faster? |
| Assessment | Plans a fair test. |
| Teacher notes | Change one variable only. |
| Objectives | Explore recovering a dissolved solid by evaporation. |
|---|---|
| Materials | Salt water, shallow dish, sunny spot |
| Key vocabulary | evaporate, recover, solution, residue |
| Engage (starter) | "Can we get the salt back from salt water?" |
| Develop (main) | Interactive: leave salt water to evaporate in a warm spot; predict what remains; observe salt left behind; tap-to-reveal recovery by evaporation. |
| Plenary (close) | How can we get salt back from salt water? |
| Assessment | Explains recovery. |
| Teacher notes | Links dissolving to evaporation. |
| Objectives | Consolidate mixing, dissolving, and separating. |
|---|---|
| Materials | Mixture samples, review cards |
| Key vocabulary | review, mixture, dissolve, separate |
| Engage (starter) | "Mixture detective challenge!" |
| Develop (main) | Interactive: sort soluble and insoluble solids and match separation methods at review stations. |
| Plenary (close) | Name a way to separate a mixture. |
| Assessment | Station accuracy. |
| Teacher notes | Reinforce soluble versus insoluble. |