You will learn
- Define mixture.
- Classify mixtures.
- Identify separate properties.
- Choose a separation method.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Mixtures keep the properties of their parts.
- Mixtures can be solid, liquid or gas mixes.
- Parts can be separated by physical methods.
- Air and sea water are mixtures.
Words to know
two or more substances mixed but not joined
a single kind of matter
solid that settles to the bottom
a mixture with solid bits spread in a liquid
1. Discover: The salad bowl
Selorm mixes lettuce, tomato and onion. He can pick each one out again. “Nothing changed. It is a mixture,” he says. Then he mixes sand in water: the sand sinks. “That is a suspension.”
Think: How could we separate sand from water?
2. Understand: Mixtures
Idea 1: What is a mixture
A mixture contains two or more substances that are not chemically joined. Each keeps its own properties, like salt keeping its taste in sea water.
Idea 2: Kinds
Solid and solid (sand and salt), solid and liquid (sand in water) and gas and gas (air) are mixtures. Some settle as sediment; others stay in a suspension.
Idea 3: Separating
Because the substances are not joined, we can separate them by sieving, filtering, evaporating, magnets or sorting by size.
3. Worked examples
Example 1 (I show you): Sort
Salad.
- Pieces.
- Mixture.
- Separable.
Answer: Mixture.
Example 2 (We do it together): Sort
Air.
- Gases.
- Mixture.
- Oxygen and nitrogen.
Answer: Mixture.
Example 3 (You try): Choose
Sand and iron.
Show the steps and answer
- Magnet.
- Iron sticks.
- Sand left.
Answer: Use a magnet.
Did you know?
Air is a mixture of about 78 percent nitrogen, 21 percent oxygen and small amounts of other gases.
Why this matters
Many everyday materials are mixtures that we separate to use.
4. Explore: Mystery mixture
Separate a mixture of rice, small stones, iron filings and salt using sieve, magnet and water.
- Magnet out iron.
- Sieve out stones.
- Add water to salt.
- Record each step.
Think about it: what did you notice?
What did you notice? Each substance kept its own properties.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ has two or more substances.
- Each keeps its own ___.
- ___ settles at the bottom.
- A ___ has solid bits in a liquid.
Guided practice
Question 1. What is a mixture?
Mixed substances.
Question 2. Name a mixture.
Air.
Question 3. What is sediment?
Settles.
Independent practice
Level 1: Start
- What is a mixture?
- Name a mixture.
- What is sediment?
- What is a suspension?
- Can we separate?
Level 2: Grow
- Why keep properties?
- Why magnet?
- Why sieve?
Level 3: Stretch
- Separate it.
- Sort mixtures.
- Explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Choose a way to separate sand and iron filings.
Show a sample answer
Explain why.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: They do not.
Fix: A mixture.
8. Lesson summary and revision card
- I can define mixture.
- I can classify mixtures.
- I can identify separate properties.
- I can choose a separation method.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Mixtures keep the properties of their parts.
- Mixtures can be solid, liquid or gas mixes.
- Parts can be separated by physical methods.
- Air and sea water are mixtures.
11. Next lesson
Next lesson: Solutions. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define mixture and substance. [2 marks]
- Name four mixtures. [4 marks]
- Choose a separation method. [2 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- 1 each
- Method [1]; reason [1]
- Any [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a mixture?
- Name a mixture.
- What is sediment?
- What is a suspension?
- Can we separate?
- Why keep properties?
- Why magnet?
- Why sieve?
- Separate it.
- Sort mixtures.
Homework
List five mixtures in your kitchen.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a mixture? | Mixed substances. | 1 |
| 2. Name a mixture. | Air. | 1 |
| 3. What is sediment? | Settles. | 1 |
| 4. What is a suspension? | Bits in liquid. | 1 |
| 5. Can we separate? | Yes. | 1 |
| 6. Why keep properties? | Not joined. | 1 |
| 7. Why magnet? | Iron. | 1 |
| 8. Why sieve? | Size. | 1 |
| 9. Separate it. | Table. | 1 |
| 10. Sort mixtures. | Chart. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Mixed substances.; 2 Air.; 3 Settles.; 4 Bits in liquid.; 5 Yes.. Level 2: 1 Not joined.; 2 Iron.; 3 Size.. Level 3: 1 Table.; 2 Chart.; 3 Sentence..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define mixture | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Classify mixtures | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Identify separate properties | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Choose a separation method | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Mixtures make new substances.” They do not.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Classify and separate mixtures.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child separates mixtures. You do not need to be an expert to help.
- Make a fruit salad.
- Ask “Can we separate it?”
- Wash hands.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define mixture; classify mixtures; identify separate properties; choose a separation method.
Prerequisite knowledge. Grade 4 ideas: properties of materials, states of matter, melting, freezing, evaporation, dissolving and reversible changes.
Materials. Rice, stones, salt, magnet, sieve. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Mix samples.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Show a salad and ask, “What is in it?”
Explanation (10 min). Teach mixtures.
Guided activity (10 min). Learners separate.
Independent activity (10 min). Learners explain.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which parts? How separate?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Mixtures make new substances.” They do not.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Classify and separate mixtures. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 5 Unit 4, topic 5; Next Generation Science Standards, structure and properties of matter; Cambridge Primary Science Stage 5, chemistry: states of matter and materials; IB Primary Years Programme, how the world works. These sources informed the lesson.