Activity Overview
It's important for students to understand the differences between elements, compounds, and mixtures, and provide examples of where they appear in real life. This allows students to better distinguish models and the things that make up everything around us! In this activity, students will create a model to represent an element, a compound, and a mixture and then provide examples of each using an image from Photos for Class or creating an illustration.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Compare the different makeups of elements, compounds, and mixtures in a storyboard by creating a particle diagram. Find two examples of each.
- Click "Start Assignment".
- Label the first column as Particle Diagram, the second as Example 1, and the third as Example 2.
- Label the rows as Element, Compound and Mixture.
- Use the ball-and-stick item under Science > Symbols to create a particle diagram for each substance type in the first column.
- Write a description of each underneath.
- Find examples for each substance type and write the names in the description boxes under the cells for the Example 1 and Example 2 columns.
- Use the search bar to use Photos for Class to find images of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 25 Points | Emerging 13 Points | Beginning 0 Points | |
|---|---|---|---|
| Substance Type Examples | There are two correct examples each of elements, compounds, and mixtures. | There is at least one correct example each of an element, a compound, and a mixture. | Two or fewer of the six examples of elements, compounds, and mixtures are correct. |
| Particle Diagram | There is a particle diagram that correctly represents an element, a compound and a mixture. | There are at least two images that correctly represent the substance types. | Only one particle diagram correctly represents the substance types. |
| Description | Every substance type (element, compound or a mixture) has a clear description that contains good scientific vocabulary. | At least two of the three substance types (element, compound or a mixture) have a clear description. | At least one of the three substance types (element, compound or a mixture) has a clear description. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
Activity Overview
It's important for students to understand the differences between elements, compounds, and mixtures, and provide examples of where they appear in real life. This allows students to better distinguish models and the things that make up everything around us! In this activity, students will create a model to represent an element, a compound, and a mixture and then provide examples of each using an image from Photos for Class or creating an illustration.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Compare the different makeups of elements, compounds, and mixtures in a storyboard by creating a particle diagram. Find two examples of each.
- Click "Start Assignment".
- Label the first column as Particle Diagram, the second as Example 1, and the third as Example 2.
- Label the rows as Element, Compound and Mixture.
- Use the ball-and-stick item under Science > Symbols to create a particle diagram for each substance type in the first column.
- Write a description of each underneath.
- Find examples for each substance type and write the names in the description boxes under the cells for the Example 1 and Example 2 columns.
- Use the search bar to use Photos for Class to find images of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 25 Points | Emerging 13 Points | Beginning 0 Points | |
|---|---|---|---|
| Substance Type Examples | There are two correct examples each of elements, compounds, and mixtures. | There is at least one correct example each of an element, a compound, and a mixture. | Two or fewer of the six examples of elements, compounds, and mixtures are correct. |
| Particle Diagram | There is a particle diagram that correctly represents an element, a compound and a mixture. | There are at least two images that correctly represent the substance types. | Only one particle diagram correctly represents the substance types. |
| Description | Every substance type (element, compound or a mixture) has a clear description that contains good scientific vocabulary. | At least two of the three substance types (element, compound or a mixture) have a clear description. | At least one of the three substance types (element, compound or a mixture) has a clear description. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
How Tos about Compounds and Mixtures: Compare Substances
Organize a hands-on sorting activity for compounds and mixtures
Invite students to physically sort common classroom materials into groups of elements, compounds, and mixtures. Use labels, baggies, or trays for each group. This approach gives students a tangible way to visualize and reinforce the differences between these substance types.
Guide students to observe and record properties
Ask students to describe colors, textures, and visible components of each sample. Encourage them to notice whether the sample looks uniform or mixed. Recording these observations sharpens students’ abilities to distinguish between compounds and mixtures based on appearance.
Prompt students to predict how substances will behave when combined
Have students make predictions about what will happen if two samples are mixed (for example, salt and water or sand and iron filings). Discuss whether a new substance forms or if the original materials remain visible. This helps students identify key differences between chemical and physical changes.
Facilitate a group discussion to reinforce concepts
Lead a brief class discussion where students share their findings and reasoning for each category. Clarify misconceptions and connect each example to the definitions of elements, compounds, and mixtures. This reinforces understanding through peer learning and teacher feedback.
Frequently Asked Questions about Compounds and Mixtures: Compare Substances
What is the difference between elements, compounds, and mixtures?
Elements are pure substances made of only one type of atom. Compounds consist of two or more different elements chemically bonded together. Mixtures contain two or more substances physically combined, but not chemically bonded. Each type has unique properties and can be found in everyday life.
How can I teach students to identify compounds and mixtures easily?
Use visual models like particle diagrams and real-life examples. Have students build diagrams, find images, and discuss how the substances are combined. Hands-on activities and relatable examples make it easier for students to distinguish between compounds and mixtures.
What are some real-life examples of compounds and mixtures for middle school students?
Compounds: Water (H2O), table salt (NaCl). Mixtures: Salad, air, and trail mix. These examples are familiar and help students connect science to their everyday lives.
What is the best way to create a particle diagram for compounds and mixtures?
Use ball-and-stick models or drawing tools to represent atoms and bonds. For compounds, show different atoms connected. For mixtures, show different types of particles grouped but not bonded. Label and describe each diagram for clarity.
Why is it important for students to compare elements, compounds, and mixtures?
Comparing these helps students understand how matter is organized and recognize the building blocks of everything around them. It develops critical thinking and supports deeper learning in chemistry and real-world science applications.
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