Science · Grade 6

Active learning ideas

Separating Mixtures: Physical Methods

Active learning lets students test physical methods directly on mixtures, turning abstract properties like solubility and particle size into tangible outcomes. When students see sand stay behind during filtration or salt reappear after evaporation, they build lasting understanding of how separation relies on material traits rather than guesswork.

• Ontario Curriculum Expectations
• MS-PS1-2

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Separation Techniques

Prepare stations for filtration (sand and gravel in water), evaporation (salt solution in shallow dishes over heat), chromatography (marker inks on coffee filters with water), and sieving (mixed gravel sizes). Groups rotate every 10 minutes, sketch setups, predict outcomes, and record separated components.

Evaluate which separation technique is most appropriate for a given mixture.

Facilitation Tip

During Station Rotation, set up three labeled stations with clear instructions and safety reminders; rotate students every 8–10 minutes to maintain focus and prevent rushing.

What to look for

Present students with three scenarios: a mixture of sand and water, a mixture of salt and water, and a mixture of different colored inks. Ask them to identify the most appropriate separation technique for each and briefly explain why, referencing a specific physical property.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Collaborative Problem-Solving
• 35 min · Pairs

Design Challenge: Mystery Mixture

Provide pairs with a mixture of sand, salt, iron filings, and sawdust. Students design a multi-step procedure using magnets, sieves, filtration, and evaporation. They test, revise based on results, and present their sequence to the class.

Design a procedure to separate a complex mixture into its individual components.

Facilitation Tip

For the Design Challenge, provide labeled containers and tools so students focus on planning rather than resource hunting, and circulate to ask guiding questions like ‘Which property should we exploit first?’.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you have a mixture containing small pebbles, sugar, and water. Which separation techniques would you use, and in what order? Justify your choices by explaining how each technique exploits the properties of the components.'

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 03

• Collaborative Problem-Solving
• 30 min · Pairs

Chromatography Investigation: Plant Pigments

Students crush leaves or flowers, extract pigments in alcohol, and run chromatography on paper strips. They measure distances traveled by colors, calculate Rf values, and discuss how solubility separates components.

Explain how the physical properties of components are utilized in separation techniques.

Facilitation Tip

In Chromatography Investigation, pre-cut coffee filters to the same size and use the same ink colors across groups so comparisons are valid, and remind students to mark the solvent front immediately.

What to look for

Provide students with a small sample of a mixture (e.g., glitter and water). Ask them to write down the name of the separation technique they would use to separate it, and one sentence explaining how it works for this specific mixture.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 04

• Collaborative Problem-Solving
• 50 min · Whole Class

Whole Class: Evaporation Race

Set up identical salt solutions in different dish sizes or under fans. Class observes and graphs evaporation rates over days, predicting which finishes first based on surface area and airflow.

Evaluate which separation technique is most appropriate for a given mixture.

Facilitation Tip

For the Evaporation Race, assign equal volumes of saltwater and mark starting water levels with a permanent marker to make progress visible without opening lids.

What to look for

Present students with three scenarios: a mixture of sand and water, a mixture of salt and water, and a mixture of different colored inks. Ask them to identify the most appropriate separation technique for each and briefly explain why, referencing a specific physical property.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

A few notes on teaching this unit

Start with concrete examples that students encounter daily, like muddy water or salty soup, to build relevance. Avoid introducing too many techniques at once; instead, let students experience one method thoroughly before adding complexity. Research shows that hands-on sequencing followed by reflective discussions deepens understanding more than lectures alone. Use peer teaching during station rotations so students explain their observations to each other, reinforcing language and reasoning skills.

By the end of the activities, students should confidently choose and justify separation methods based on mixture properties, design workable separation sequences for complex mixtures, and explain how each technique exploits physical differences. They should also recognize that separation does not change substances chemically and that chromatography depends on more than just particle size.

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Watch Out for These Misconceptions

• During Station Rotation: Separation Techniques, watch for students who try to use the same method on every mixture regardless of the components present.

  Circulate and ask groups to identify the physical property each mixture has, then challenge them to explain why a different method might be needed. Have them test their reasoning by attempting the ‘wrong’ method and observing the failure.

• During Station Rotation: Separation Techniques, watch for students who believe that the recovered solid after evaporation is a new substance.

  Ask students to taste a small pinch of the recovered salt (if food-safe) or compare its magnetism to the original salt, reinforcing that the substance remains unchanged. Use peer review sheets where students predict and confirm properties before and after separation.

• During Chromatography Investigation: Plant Pigments, watch for students who think separation happens only because some pigments are larger and get stuck.

  Have students compare the bands formed by water-soluble and alcohol-soluble pigments, then ask them to explain why two pigments with the same color might travel different distances. Point out that adhesion to the paper and solubility in the solvent both play roles.

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Methods used in this brief

• Stations Rotation
• Collaborative Problem-Solving