Lesson plan by OtisamLMS · OtisamLMS
| Subject | Science · JHS |
| Year | JHS 2 |
| Term / week | Term 1 · Week 5 |
| Lessons this week | 3 × 60 minutes |
| Class size | 45 |
| Strand | Diversity of matter |
| Sub-strand | Materials: mixtures and separation |
| Content standard | Learners choose and use suitable methods to separate mixtures and relate them to everyday activities. |
| Learning indicators | Describe filtration and evaporation Choose a separation method based on the properties of the parts of a mixture Link separation methods to local activities such as salt winning |
| Core competencies | Critical thinking and problem solving Collaboration Personal development (safety awareness) |
| Key words | mixture, filtrate, residue, solute, solvent, evaporation, filtration |
| Resources | Muddy salt water in labelled bottles Funnels and filter paper (or a clean cloth) Evaporating dishes or tin lids, a small burner or charcoal stove, tongs |
| Phase | Teacher and learner activities |
| 1. Starter | Show the muddy salt water and ask: how could we get drinkable-looking water and dry salt back out of this? Groups list as many ideas as they can in two minutes. |
| 2. Main activities | 1. Discuss the ideas and sort them: which deal with the mud, which deal with the salt? 2. Groups filter the mixture and describe the residue and the filtrate. Is the filtrate clean? Taste test is not allowed; explain why. 3. The teacher heats a small amount of filtrate in a dish until the water evaporates. Learners observe from a safe distance and record what is left. 4. Groups draw a flow chart of the two steps with labels. 5. Link to salt winning along the coast: which step does the sun do for the salt makers? |
| 3. Reflection | Learners explain to a partner why filtering alone could not remove the salt. |
Label a filtration diagram; choose and justify a method for sand and water, salt and water, and iron filings and sand.
Support: give the flow chart with blank boxes to fill.
Extension: suggest how to get the water back as well as the salt (lead towards distillation).
Find one way mixtures are separated at home (sieving flour, winnowing rice) and name the property that makes it work.
Only the teacher handles the heat source. Keep a bucket of sand nearby.
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