Lesson Plan

• Describe the physical and chemical properties that guide the choice of a separation technique.
• Explain the decision‑making flowchart for selecting an appropriate method.
• Apply the most suitable technique to a given mixture and justify the choice.
• Evaluate the advantages and limitations of the selected technique.

• Projector and screen
• Printed handouts of the decision‑making flowchart
• Sample mixtures (sand, salt, iron filings; ethanol‑water solution; crude CuSO₄ crystals)
• Beakers, magnets, filter paper, hot plate, evaporating dishes
• Simple distillation apparatus
• Chromatography kit (TLC plates, developing chamber, solvents)

Begin with a short video showing everyday examples of separation (e.g., coffee filtering). Ask students to recall which properties they have used before to separate mixtures. Explain that today they will learn a systematic way to choose the best technique and will be able to justify their choices.

1. Do‑now (5') – Quick quiz on physical/chemical properties of common substances.
2. Mini‑lecture (10') – Review key properties and introduce the flowchart decision‑making process.
3. Group activity (15') – Using the handout, each group works through two scenario cards and selects a technique, recording justification.
4. Demonstration (10') – Teacher shows magnetic separation and filtration, linking actions to the flowchart.
5. Guided practice (15') – Students complete a worksheet on Scenario 1 (sand, salt, iron) applying the steps discussed.
6. Exit ticket (5') – Write the technique you would use for a new mixture (copper(II) oxide & nitrate) and one advantage of that technique.

Summarise how the flowchart links observable properties to specific techniques and highlight the importance of considering advantages and limitations. Collect exit tickets and remind students to complete the homework worksheet, which asks them to design a separation plan for a mixed‑metal sample.