Materials · B3 Science

Lesson notes

Learning Objectives

Indicator: B3.1.2.2.1 - Describe a solid-liquid mixture and explain how to separate the components

By the end of the lesson, learners can:

Describe a solid-liquid mixture by naming the solid part and the liquid part that make it up.
Demonstrate how to make a solid-liquid mixture (for example, sand in water) and record what they observe.
Explain at least two ways to separate the components of a solid-liquid mixture (pouring off the liquid, filtering, or settling and scooping).
Sort everyday examples into “solid-liquid mixtures” and “not mixtures”, giving a reason for each choice.
State one everyday use of a solid-liquid mixture in the home, farm or community.

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Curriculum details

Strand: Diversity of Matter (Strand 1)
Sub-strand: Materials (1.2)
Content standard: B3.1.2.2 - Understand mixtures, types, formation, uses and ways of separating them into their components
Indicator: B3.1.2.2.1 - Describe a solid-liquid mixture and explain how to separate the components
Suggested placement: Term 1, Week 5 (Week 5 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Science Curriculum (Basic 1-3), 2019, p. 51
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Provide solid and liquid substances e.g. water, sand, iron filings, powdered charcoal etc.
- Learners in their groups, add sand to water or any solid to a liquid.
- Learners observe and come out with their findings on the components of the mixture.
- Learners describe solid - liquid mixtures and how the components can be separated.
- Learners in groups, discuss the uses of solid-liquid mixtures in everyday life.
Project: Assist learners to separate solid-liquid mixtures, e.g. gari and water, sand and water, salt solution.