NGSS Lesson Plan

Grade/ Grade Band: 8th

Topic: Methods of
Separation

Lesson 1

Brief Lesson Description:

Performance Expectation(s):
MSAnalyze and interpret data on the properties of substances before and
PS1-2.
after the substances interact to determine if a chemical reaction has
occurred.
Specific Learning Objectives:
SWBAT:
Identify different separation methods.
Interpret their observations to explain and determine the best method of separation.
Narrative / Background Information
Prior Student Knowledge:
Describe the critical content knowledge (beyond the obvious) students should already
possess for this lesson to be successful.
Students must understand what a mixture is and what the difference between a solution
and a mixture. Students must also understand what solubility means. Students will know
some of the properties of the components in the mixture they will create.
Science & Engineering
Disciplinary Core Ideas:
Crosscutting Concepts:
Practices:
ETS1.B: Developing
Patterns
Constructing Explanations Possible Solutions

Macroscopic patterns
and Designing Solutions

A solution needs to be
are related to the nature
Constructing explanations
tested, and then modified
of microscopic and atomicand designing solutions in 6
on the basis of the test
level structure. (MS-PS1-2)
8 builds on K5 experiences
results, in order to
and progresses to include
improve it. (secondary to
constructing explanations
MS-PS1-6)
and designing solutions
PS1.A: Structure and
supported by multiple
Properties of Matter
sources of evidence

Each pure substance

consistent with scientific
has characteristic physical
knowledge, principles, and
and chemical properties
theories.
(for any bulk quantity

Undertake a design
under given conditions)
project, engaging in the
that can be used to
design cycle, to construct
identify it. (MS-PS1and/or implement a
2) (Note: This Disciplinary
solution that meets
Core Idea is also
specific design criteria and
addressed by MS-PS1-3.)
constraints. (MS-PS1-6)
Possible Preconceptions/Misconceptions:
Students may confuse some of the physical properties of mixtures to be chemical and vice
versa.
Instructional Materials & Set-up
Quantity Material & Set-up (including
management of materials
Class set
Separation of Methods Reading
Class set
Chart

Possible Sources (School,

Target, etc..)

Safety Requirements
Describe applicable chemical, electrical, biological, and general safety precautions, disposal
procedures, and required safety equipment (goggles, aprons, gloves, etc.).
There are no safety requirements.
Instructional Sequence 5-E Model
ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate
Questions:
Students will be asked to look at a picture of a salad and then asked how to separate the
tomatoes or the carrots from the salad. Anticipated responses:
You can pick it out with your hands.
You can use a fork.
EXPLORE: Lesson Description Materials Needed / Probing or Clarifying
Questions:
Students will be reading an article from the BCPS curriculum that explains the different
types of separation methods. As they are reading, they will complete a chart that they will
be able to reference when completing the lab. Students are asked to define the separation
method and give an example of when that method would be used or what it would separate.
Students will need the reading and the handout.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Students will share what they wrote down for the different methods. They will share as a
group and discuss what they wrote down. After about five minutes of discussing, I will have
a few students share what they have written to ensure that every student is on the same
page. I will ask if there are any questions before moving on. Students will most likely have a
question about chromatography. I will explain to them that it can only be used when the
components being separated are soluble. I will also inform them that we will be performing
a lab where will have to use chromatography as a separation method.
ELABORATE: Applications and Extensions:
Students will be shown the picture of the salad from the engagement part of the lesson and
asked the same question. They will be asked how the salad could be separated. I will ask
them to think about a mixture. Then raise their hands when they have one. We will share
them and ask the class what method they would use to separate one of the components
and why. I will share five different student responses. Some anticipated mixtures are:
Lemonade
Sand
Cereal
EVALUATE:
Students will plan out their step-by-step method for separating the mixture that they will
create the next day. The students must state the method they are using, what they are
separating by using that method, and why they can use that method. The students will be
told what the components of their mixture are in order to help them complete this.
Formative Monitoring (Questioning / Discussion):
Think about the different physical and chemical properties of each component.
What mixtures can you think of?
Why would we ever need to separate a mixture?
Scientific Background for the Teacher

The teacher must understand the difference between a mixture, solution, and solvent. A
mixture is a physical combination of two or more substances. A solution is a homogenous
mixture of two or more substances. Solutions can exist in any phase. Examples of solutions
are air, salt water, and alloys. A solvent is the larger component of a solution. Its the
substance in which the solute is dissolved. Some examples of solvents are water and
nitrogen. The teacher must also know the different types of separation methods and when
they will be used for what types of mixtures. One must also be aware of other mixtures that
students will see in their everyday lives.