◆ Supported
Sort observation cards, label solute/solvent/solution and sequence a prepared recovery plan with adult-controlled steps marked.
0 min
Lesson overviewGROW · Science · Week 16A · Explore
Solubility and recovery plan
Verbatim workbook outcome: Investigate solubility and how to recover a substance from solution. · Trace: GROW Weekly - Spring!C29
Objective: Investigate which supplied materials dissolve, then plan a safe way to recover a substance from solution.
Success evidence:
- Investigate which supplied materials dissolve, then plan a safe way to recover a substance from solution.
- A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing.
- Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson.
40 minutesofflineFoundation route
FOCUS→EVIDENCE→LIMIT
wait · self-prompt · visual cue · general verbal · specific verbal · model · direct support · fade
Staff card: preserve the scientific demand; change access or response mode before demand.
Staff card: keep supplied observations separate from explanation and missing evidence.
Preparation guidance carrier.
Access guidance carrier.
Evidence guidance carrier.
▲ Standard
Classify the genuine observations, justify the variables and write a safe recovery plan explaining why filtration is insufficient.
★ Stretch
Evaluate ambiguity in the supplied evidence, compare possible separation methods and design a check that distinguishes suspended from dissolved material.
Truth boundary: never backdate, never reconstruct a quotation, never stage an event, and never convert adult wording into the learner’s voice. Use only school-approved local materials. No diagnosis or medical advice. No personal or family disclosure. Learning does not depend on a runtime connection. No open runtime link. Never invent a result, date, quotation, event, audience response or learner wording. Use only school-approved local sources and supplied classroom materials. No open runtime link. No diagnosis or personal or family disclosure. A learner may pause, use the printed route, respond privately or direct an adult. A learner may pause, use a private route, observe, or direct an adult without losing the learning entitlement.
Solubility evidence and a safe recovery plan · entry map: A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled. Link that anchor only when this second detail is relevant: Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution. For this solubility evidence and a safe recovery plan decision, use a printed choice, object placement, short phrase, symbol response or learner-directed mark; the learner still chooses the evidence, order, comparison or action. Staff supporting solubility evidence and a safe recovery plan may steady the named materials and read the displayed source exactly. They do not upgrade the solubility evidence and a safe recovery plan response, fill its missing result or convert its plan into completion. If access to solubility evidence and a safe recovery plan stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
3 min
Arrival · retrieveRetrieve without guessing
A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing.
A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled.
Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution.
Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson.
Arrival decision: A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing. Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson.
Solubility evidence and a safe recovery plan · first source: Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution. Link that anchor only when this second detail is relevant: Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson. For this solubility evidence and a safe recovery plan decision, use pointing, selecting, signing, speaking, typing or exact-word scribing; the learner still chooses the evidence, order, comparison or action. Staff supporting solubility evidence and a safe recovery plan may steady the named materials and read the displayed source exactly. They do not upgrade the solubility evidence and a safe recovery plan response, fill its missing result or convert its plan into completion. If access to solubility evidence and a safe recovery plan stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
3 min
Starter · create the needHow can observations distinguish dissolving from disappearing, and which separation plan could recover the dissolved substance?
1 · notice
2 · choose
3 · explain
How can observations distinguish dissolving from disappearing, and which separation plan could recover the dissolved substance? A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled.
Checking questions:
- A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing.
- A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled.
- Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution.
- Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson.
Solubility evidence and a safe recovery plan · initial comparison: Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson. Link that anchor only when this second detail is relevant: A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing. For this solubility evidence and a safe recovery plan decision, use a quiet card sort, a spoken response, a communication aid or adult handling directed by the learner; the learner still chooses the evidence, order, comparison or action. Staff supporting solubility evidence and a safe recovery plan may steady the named materials and read the displayed source exactly. They do not upgrade the solubility evidence and a safe recovery plan response, fill its missing result or convert its plan into completion. If access to solubility evidence and a safe recovery plan stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
4 min
I Do · modelSolubility evidence and a safe recovery plan
DISSOLVEparticles spread through a solvent to form a solution
SOLUTIONa mixture formed when a solute dissolves in a solvent
RECOVERseparate and collect a substance from a mixture
Vocabulary in use
- DISSOLVE in solubility evidence and a safe recovery plan: particles spread through a solvent to form a solution. Apply DISSOLVE when this anchor matters—A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing.—and check it beside this second anchor: A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled.
- SOLUTION in solubility evidence and a safe recovery plan: a mixture formed when a solute dissolves in a solvent. Apply SOLUTION when this anchor matters—A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled.—and check it beside this second anchor: Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution.
- RECOVER in solubility evidence and a safe recovery plan: separate and collect a substance from a mixture. Apply RECOVER when this anchor matters—Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution.—and check it beside this second anchor: Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson.
Compare two supplied local records: one material remains visible after mixing and one forms a clear solution. Label solute, solvent and solution. Decide whether filtering addresses the observation. For the clear solution, sequence a safe recovery plan using an evaporation dish, controlled warming by the responsible adult where locally authorised, cooling and crystal observation. Mark the practical as a plan unless a genuine authorised record already exists.
- A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing.
- A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled.
- Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution.
- Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson.
- Investigate which supplied materials dissolve, then plan a safe way to recover a substance from solution.
Staff-only guidance: model one complete route, remove the model, and receive a fresh learner decision.
Solubility evidence and a safe recovery plan · worked reasoning: A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing. Link that anchor only when this second detail is relevant: A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled. For this solubility evidence and a safe recovery plan decision, use a printed choice, object placement, short phrase, symbol response or learner-directed mark; the learner still chooses the evidence, order, comparison or action. Staff supporting solubility evidence and a safe recovery plan may steady the named materials and read the displayed source exactly. They do not upgrade the solubility evidence and a safe recovery plan response, fill its missing result or convert its plan into completion. If access to solubility evidence and a safe recovery plan stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
3 min
We Do · everyone commitsHow can observations distinguish dissolving from disappearing, and which separation plan could recover the dissolved substance?
Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution. Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson.
Audience check: the adult names back exactly what was received. The learner confirms or corrects before the class moves on.
Solubility evidence and a safe recovery plan · hinge decision: A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled. Link that anchor only when this second detail is relevant: Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution. For this solubility evidence and a safe recovery plan decision, use pointing, selecting, signing, speaking, typing or exact-word scribing; the learner still chooses the evidence, order, comparison or action. Staff supporting solubility evidence and a safe recovery plan may steady the named materials and read the displayed source exactly. They do not upgrade the solubility evidence and a safe recovery plan response, fill its missing result or convert its plan into completion. If access to solubility evidence and a safe recovery plan stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
3 min
I Do 2 · connectSolubility evidence and a safe recovery plan
Available evidence
A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing.
Reasoning move
A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled.
Boundary or next check
Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson.
A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing. Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson.
Compare two supplied local records: one material remains visible after mixing and one forms a clear solution. Label solute, solvent and solution. Decide whether filtering addresses the observation. For the clear solution, sequence a safe recovery plan using an evaporation dish, controlled warming by the responsible adult where locally authorised, cooling and crystal observation. Mark the practical as a plan unless a genuine authorised record already exists. Use approved materials and observations to classify supplied substances as dissolved, not dissolved or unclear under the stated conditions. Record the controlled variables and one repeat need. Then choose a recovery route for one solution: explain why filtration alone is unsuitable and sequence a safe evaporation or crystallisation plan. The plan names adult-controlled steps and leaves any unperformed result MISSING rather than predicting crystals or mass. A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing. A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled. Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution. Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson. Sort observation cards, label solute/solvent/solution and sequence a prepared recovery plan with adult-controlled steps marked. Classify the genuine observations, justify the variables and write a safe recovery plan explaining why filtration is insufficient. Evaluate ambiguity in the supplied evidence, compare possible separation methods and design a check that distinguishes suspended from dissolved material. No tasting, unknown powders, unsupervised heating, open flame or runtime research. Use eye protection and local risk controls only if the responsible teacher authorises a later practical. This lesson can be completed through approved local observations and planning. A predicted recovery is labelled PREDICTION, not PRESENT. A missing method detail remains awaiting authorised check.
Solubility evidence and a safe recovery plan · second connection: Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution. Link that anchor only when this second detail is relevant: Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson. For this solubility evidence and a safe recovery plan decision, use a quiet card sort, a spoken response, a communication aid or adult handling directed by the learner; the learner still chooses the evidence, order, comparison or action. Staff supporting solubility evidence and a safe recovery plan may steady the named materials and read the displayed source exactly. They do not upgrade the solubility evidence and a safe recovery plan response, fill its missing result or convert its plan into completion. If access to solubility evidence and a safe recovery plan stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
4 min
We Do 2 · labSolubility evidence and a safe recovery plan decision lab
◆ Supported
Sort observation cards, label solute/solvent/solution and sequence a prepared recovery plan with adult-controlled steps marked.
▲ Standard
Classify the genuine observations, justify the variables and write a safe recovery plan explaining why filtration is insufficient.
★ Stretch
Evaluate ambiguity in the supplied evidence, compare possible separation methods and design a check that distinguishes suspended from dissolved material.
Use approved materials and observations to classify supplied substances as dissolved, not dissolved or unclear under the stated conditions. Record the controlled variables and one repeat need. Then choose a recovery route for one solution: explain why filtration alone is unsuitable and sequence a safe evaporation or crystallisation plan. The plan names adult-controlled steps and leaves any unperformed result MISSING rather than predicting crystals or mass.
Solubility evidence and a safe recovery plan · guided audit: Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson. Link that anchor only when this second detail is relevant: A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing. For this solubility evidence and a safe recovery plan decision, use a printed choice, object placement, short phrase, symbol response or learner-directed mark; the learner still chooses the evidence, order, comparison or action. Staff supporting solubility evidence and a safe recovery plan may steady the named materials and read the displayed source exactly. They do not upgrade the solubility evidence and a safe recovery plan response, fill its missing result or convert its plan into completion. If access to solubility evidence and a safe recovery plan stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
16 min
Independent · evidenceIndependent record · Solubility evidence and a safe recovery plan
Use approved materials and observations to classify supplied substances as dissolved, not dissolved or unclear under the stated conditions. Record the controlled variables and one repeat need. Then choose a recovery route for one solution: explain why filtration alone is unsuitable and sequence a safe evaporation or crystallisation plan. The plan names adult-controlled steps and leaves any unperformed result MISSING rather than predicting crystals or mass.
◆ Supported
Sort observation cards, label solute/solvent/solution and sequence a prepared recovery plan with adult-controlled steps marked.
▲ Standard
Classify the genuine observations, justify the variables and write a safe recovery plan explaining why filtration is insufficient.
★ Stretch
Evaluate ambiguity in the supplied evidence, compare possible separation methods and design a check that distinguishes suspended from dissolved material.
Trace
A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing.
Demand
Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution.
Truth
Evaporation or crystallisation can be planned as a teacher-controlled recovery route; no heating is performed by learners in this lesson.
Exit route remains available: pause, use the print pack, reduce visual density or direct an adult. The named learning demand remains available.
Solubility evidence and a safe recovery plan · independent record: A clear solution can still contain the dissolved substance; dissolving is not the same as vanishing. Link that anchor only when this second detail is relevant: A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled. For this solubility evidence and a safe recovery plan decision, use pointing, selecting, signing, speaking, typing or exact-word scribing; the learner still chooses the evidence, order, comparison or action. Staff supporting solubility evidence and a safe recovery plan may steady the named materials and read the displayed source exactly. They do not upgrade the solubility evidence and a safe recovery plan response, fill its missing result or convert its plan into completion. If access to solubility evidence and a safe recovery plan stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
4 min
Exit · Audience and InfluenceAudience receives; Influence changes one next action
Name one dissolving observation and the recovery method it supports. The adult asks which result is not yet known. Confirm the boundary or revise the plan.
SPACE: the learner may pause or choose a private response.
VOICE: the evidence statement remains in the learner’s chosen communication mode.
AUDIENCE: a familiar adult receives and names back exactly what was heard or seen.
INFLUENCE: one real next action is recorded: retain, add method detail, or leave open.
Final check: no result, quote, date, event or pupil wording has been created to make the map look complete. The HTML stores no learner response.
Solubility evidence and a safe recovery plan · receiving point: A fair solubility comparison keeps the material amount, solvent volume, temperature and mixing time controlled. Link that anchor only when this second detail is relevant: Filtering can remove an insoluble solid but does not usually recover a dissolved substance from solution. For this solubility evidence and a safe recovery plan decision, use a quiet card sort, a spoken response, a communication aid or adult handling directed by the learner; the learner still chooses the evidence, order, comparison or action. Staff supporting solubility evidence and a safe recovery plan may steady the named materials and read the displayed source exactly. They do not upgrade the solubility evidence and a safe recovery plan response, fill its missing result or convert its plan into completion. If access to solubility evidence and a safe recovery plan stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.