Substances in Water Activity Sequence Learning Goals – Practices fused with content Formative Assessments Scientific Principles Tools Suspensions & Solutions Students explore the difference between solutions and suspensions Investigate and analyze and interpret data about properties of mixtures Engage in arguments from evidence about types of mixtures Fertilizer (solutions) Construction Site Type of mixture Conservation of matter Physical models Scale Tool Tracing Pathways Students explore how substances in water move through various systems Use models to traces substances in water through systems Investigate and analyze and interpret data about movements of substances in water Construct explanations about movements of substances in water. Fertilizer (solutions) Construction Site Water inside plant Type of mixture Conservation of matter Physical models Molecular models Tracing Mixtures Tool Scale Tool Substances in the Watershed Students trace substances through a watershed Engage in arguments from evidence about pathways of substances in water in a watershed. Construct explanations about pathways of substances in water in a watershed. Fertilizer (solutions) Construction Site Drivers & Constraints for water Type of mixture Maps Cross-Sections Pathways Tool Drivers and Constraints Tools Tracing Mixtures Tool (suspension
Student Learning and Instructional Activity Table: Substances in Water What students need to work on (Foci for instruction) Solutions & Suspensions Tracing Substances through Systems Substances in the Watershed Structure & Systems: Substances mix with water as either suspensions or solutions. L2 to L3 The nature of the mixture depends on the chemical properties of the substance that mixes with water. L3-L4 Investigate properties of substances L2 to L3 to L4 Investigate how and why substances in suspension and solution move through various systems L2 to L3 to L4 Explain and predict pathways of substances in suspension and solution through various systems L2 to L3 to L4 Scale Macroscopic to microscopic L2-L3 Microscopic to atomic-molecular L3 to L4 Use scale tool to describe sizes of particles in suspension and molecules in solution L2 to L3 to L4 Use scale tool to describe sizes of particles in suspension and molecules in solution L2 to L3 to L4 Use scale tool to describe sizes of particles in suspension and molecules in solution L2 to L3 to L4 Scientific Principles Substances in water do not always follow the same pathways as water. L2 to L3 The pathways substances follow depends on the nature of the mixture or solution) L3 to L4. Explore how and why substances in suspension and solution move along with water through various systems L2 to L3 to L4 Investigate how and why substances in suspension and solution move through various systems L2 to L3 to L4 Explain and predict pathways of substances in suspension and solution through various systems L2 to L3 to L4 Representations at microscopic scale L2 to L3 Representations at atomic-molecular scale L3 to L4 Describe/represent relative sizes of particles in suspension and molecules in solution L2 to L3 to L4 Describe/represent relative sizes of particles in suspension and molecules in solution L2 to L3 to L4 Describe/represent relative sizes of particles in suspension and molecules in solution L2 to L3 to L4 Dependency & Human Agency Humans can change water quality L2 to L3 Recognizes limitations of environmental systems to provide fresh water. L3 to L4 Traces substances through connected systems L2 to L3 to L4 Explain and predict the effects of substances mixing with water L2 to L3 to L4
Predict, then test whether or not the substance settles out of the water Predict, then test whether or not the substance can be separated from water with a filter. Test whether or not particles in the mixture scatter light. After students have completed observing, testing and recording, provide each group with a solutions and suspensions chart. Groups should use their observations and this chart to decide what type of mixture each sample is. Students in their groups should also use the scale tool to identify the scale of size of the particles in the different mixtures. Ask groups to share their conclusions and the evidence they used to make their conclusions. Students can agree or disagree with each other about the classifications. Facilitate the students in coming to consensus that the salt and food coloring mixtures are solutions and that the dirt mixture is a suspension.