Objectives (5 - 7 minutes)

1. Understand the theory behind mixture separation

   • Students should be able to explain the concept of mixtures and the different techniques of mixture separation, such as filtration, decantation, evaporation, distillation, and chromatography.

2. Apply the concepts of mixture separation in practical situations

   • Students should be able to identify which techniques of mixture separation are most appropriate for different types of mixtures, based on real examples.

3. Develop critical thinking and problem-solving skills

   • Through solving exercises and problem situations, students should be able to analyze, synthesize, and apply the concepts learned about mixture separation.

Secondary Objectives:

• Promote teamwork and cooperation

  • By conducting experiments in groups and solving problems together, students should develop collaboration and teamwork skills.

• Stimulate curiosity and interest in chemistry

  • By presenting the practical application of chemistry concepts, students can develop a greater appreciation for the discipline and a desire to learn more.

Introduction (10 - 12 minutes)

1. Review of previous contents

   • The teacher should review the concepts of mixtures, pure substances, and separation methods already studied. This can be done through a quick oral or written review, with questions for students to answer. (3 - 4 minutes)

2. Problem situations

   • The teacher can present two situations that involve the need to separate mixtures:
     • Situation 1: 'Imagine you have a glass with water and sand. How would you separate the water from the sand?'
     • Situation 2: 'You have a mixture of salt and water. How would you separate the salt from the water?'
   • These situations serve as triggers for the topic Introduction and to contextualize the importance of the subject. (3 - 4 minutes)

3. Contextualization

   • The teacher should explain how mixture separation is a concept that has real and important practical applications. For example, in the chemical industry, in the production of medicines, in water purification, among others. (2 - 3 minutes)

4. Introduction to the topic

   • The teacher should introduce the topic in a way that sparks the students' interest. Two suggestions are:
     • Curiosity 1: 'Did you know that distillation, one of the separation techniques we are going to study, is used even to produce alcoholic beverages, such as vodka?'
     • Curiosity 2: 'And that chromatography, another separation technique, is used even in crime investigation, to analyze bloodstains and separate the different components?' (2 - 3 minutes)

Development (20 - 25 minutes)

1. 'Separation Challenge' Activity (10 - 12 minutes)

   • The class will be divided into groups of up to 5 students. Each group will receive a kit with various materials, such as sand, salt, water, oil, filter paper, funnels, cups, among others.
   • The teacher will present different mixtures to the groups, and the challenge will be to separate the components of the mixture using the learned separation techniques. The mixtures may include water and sand, salt and water, oil and water, among others. Students should document the separation process for each mixture.
   • During the activity, the teacher should circulate around the room, assisting groups that have difficulties and stimulating discussion about the techniques used. At the end, each group will present their separation strategy to the class.

2. 'Memory Game' Activity (10 - 12 minutes)

   • Still in groups, students will receive a set of cards. Each card will have the image of a mixture and the name of the corresponding separation technique. For example, a card may show a mixture of water and sand and the word 'filtration'. Another card may show a mixture of salt and water and the word 'evaporation'.
   • The goal of the game is to make pairs of corresponding cards (mixture and technique), turning only two cards at a time. The group that makes the most correct pairs wins the game.
   • This activity aims to reinforce the association between different mixtures and separation techniques, in a playful and fun way.

3. Group Discussion (5 - 8 minutes)

   • After the activities, the teacher should promote a group discussion, where each group shares their separation strategies and the conclusions they reached. The teacher should guide the discussion, asking about the difficulties encountered, the proposed solutions, and the conclusions drawn.
   • This discussion is an opportunity for students to apply what they have learned, develop communication and argumentation skills, and learn from the experiences of other groups.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should lead a group discussion with all students, focusing on the solutions proposed by each group during the activities. Each group should have the opportunity to share their conclusions and separation strategies, while the teacher encourages the participation of everyone and the exchange of ideas between groups. The teacher should ask questions that promote reflection and deepen students' understanding of the topic.

2. Connection to theory (2 - 3 minutes)

   • The teacher should then connect the students' conclusions with the theory discussed at the beginning of the class. For example, if a group used distillation to separate a mixture of water and salt, the teacher can reinforce that this is a practical example of the distillation technique, explaining again how it works and why it is effective in this case. The goal is to reinforce students' understanding of the theory, showing how it applies in practice.

3. Individual Reflection (2 - 3 minutes)

   • The teacher should then propose that students reflect individually on what they have learned. He should ask questions like:
     1. 'What was the most important concept you learned today?'
     2. 'What questions have not been answered yet?'

4. Sharing reflections (1 minute)

   • After reflection, the teacher should ask some students to share their answers with the class. This allows the teacher to assess the students' level of understanding and identify any areas that may need review or clarification in future classes.

5. Feedback and closure (1 minute)

   • Finally, the teacher should thank the students for their participation and effort, and encourage them to continue studying the subject. He can also provide general feedback on the class, praising strengths and pointing out areas that students may want to review on their own. The teacher should end the class by reinforcing the importance of the subject and how it applies to our daily lives.

This Return is crucial to ensure that students have understood the concepts presented and have the opportunity to clarify any doubts they may have. Additionally, it helps to consolidate learning and promote reflection and critical thinking.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes)

   • The teacher should start the Conclusion by giving a brief summary of the main points covered in the class. This includes the definition of mixtures, the different techniques of mixture separation (filtration, decantation, evaporation, distillation, and chromatography), and how to apply these techniques in practical situations.
   • The teacher can do this interactively, asking students to remember and explain the concepts, to ensure they have understood properly.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher should then highlight how the class connected theory, practice, and applications. He can mention how practical activities, such as the 'Separation Challenge' and the 'Memory Game', allowed students to apply theoretical concepts in a fun and engaging way.
   • He should also reinforce the practical applications of mixture separation, such as in the chemical industry, in the production of medicines, in water purification, and even in the production of alcoholic beverages and forensic analysis, as mentioned in the Introduction.

3. Extra Materials and Self-Study (1 - 2 minutes)

   • The teacher should suggest some extra materials for students who wish to deepen their knowledge of mixture separation. This may include chemistry books, educational websites, YouTube videos, and chemistry learning apps.
   • He can also suggest that students review the concepts learned at home, solving more mixture separation exercises, and trying to apply these concepts in everyday situations.

4. Importance of the Subject and Closure (1 minute)

   • Finally, the teacher should end the class by reinforcing the importance of the subject. He can explain how mixture separation is an essential skill in many fields of science and industry, and how understanding these processes can help us understand and solve everyday problems.
   • He should thank the students for their participation, encourage their continued study, and give a brief overview of the topics that will be covered in the next class.