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# Science Inquiry Lesson Plan

## Name: Shareefah Pereira

Date____________________________
Length: 50- 60 minutes

## Science Concept(s) focused on:

a. Content description/background:
o In this lesson the students will explore the concept of density through
the familiar experiences of sinking and floating. The students will be
using tea light candle holders and a student-made balance to
compare the weight of equal volumes of wax, water and clay.
Students will discover that since the wax weighs less than an equal
volume of water, it is less dense than water and will float. And since
the clay weighs more than an equal volume of water, it is denser and
will sink.
o Volume
o Mass
o Density
o Prediction
c. Content of Previous Lesson:
o The previous lesson is an introductory demonstration and activity
where students are introduced to the concept of density as they
explore a rock and a wooden block in water. Students will investigate
using the water displacement method to find volumes of water equal
to a block of wood or a rock. After the investigation students will
generalize that objects that are less than water will float and the
objects that are denser than water will sink.
d. Content of Next Lesson:
o The following lesson will focus on comparing the density of different
liquids. Students will have to carefully pour different liquids into a cup
and see how the liquids arrange themselves. Students will then weigh
the liquids and explore if the weigh along with what they know about
density has anything to do with how they arrange themselves in the
cup. The students will have to give a written sheet documenting their
findings and explaining the process.
e. State the lesson rationale and essential questions guiding the learning
experience: (Why are the outcomes of this lesson important in the real world?

Why are these outcomes essential for future learning? How do the outcomes
support 21st century skills?)

o How can you predict whether an object will sink or float in water? For
the students having the ability to differentiate between objects that
float and sink can help them understand different natural
phenomenon. The students need to know that the density of a
material and the density of an object made from the same material
are not necessarily the same. The students will be able to realize that
mass, volume an density are related to the weight of objects and how
they relate to the students world.
Learning Targets
[OBJECTIVES]: What will the
students know and be able to do
as a result of this lesson?

a. SWBAT:
Determine whether an object
will sink or float by comparing
its density to the density of
water.

## Assessment (evaluate): How will

Learning Standard

## you & your students know if they have

successfully met the targets? What
specific criteria will be met in a
successful product/process? What
does success on this lessons outcome
look like?

## a. Completion of the activity

b. A clear coherent writing on the
worksheet that demonstrates the
students knowledge and
understanding of the activity.

a. MST Standards:
3.1 e The material(s)
determine some spec
object (sink/float, con
Properties can be obs
tools
b. CCSS.ELA-LITERAC
Recall relevant inform
or gather relevant inf
digital sources; summ
information in notes a
provide a list of sourc
a. I can use materials
materials sink or floa
b. I am able to explai
notes and accurate in
information provided.

Student-Friendly
a. The activity worksheet will be
Translations
filled out correctly, with accurate
a. I can compare the density
information in the right sections.
of water to another object.
b. I can determine whether
can object can sink or float.
Access for All: How will you ensure all students have
Assessment Access for All: H
lesson? Consider all aspects of student diversity (ie.
appropriately in this lesson?
English as a Second Language).
a. The students will be working in groups during part of
a. The groups will be asses on ho
the activity and they will be allowed to collaborate on
activity sheet.
b. Individual students will be giv
their comparisons and demonstrations.
b. The activity will be modeled for the students by the
complete their worksheets.

## teacher before they complete it in groups.

Lesson Process:
1. ENGAGE:

The teacher will begin the lesson by doing a demonstration to show the
students that the wax is heavier than the clay but that the wax floats and that
clay sinks.
The teacher will use the materials listed below to conduct the experiment.
The teacher will use a small piece that weighs more than the clay and then
place it on one end of the balance beam.
Place, on the other end, the tea light candle. Remove the metal container first.
Ask students which is heavier, the clay or the candle? Ask them to predict
which will sink and which will float?
Place both the clay and candle in a clear container filled with water.

2. EXPLORE:
A. compare the density of wax and water

For this part of the lesson the students will be asked; why does a heavier
candle float and a lighter piece of clay sink?
The teacher will distribute the materials to each group of students and they will
begin comparing the density of wax and water.
Have the students begin by placing two sided tape on each end of the balance
beam. Remove one of the candles from the container and then attach each tea
light container on top of the tape.
Have the students carefully pour water or use the dropper to place water in the
empty container.
Ask the students; which weighs more, wax or an equal volume of water? And
which is more dense, wax or water?

## B. compare the density of clay and water

Have the students repeat the previous procedure except fill the metal
container with clay.
Ask the students; Which weighs more, the clay or an equal volume of water?,
which is more dense, clay or water?, If an object is less dense that water,
would you expect it to sink or float?

3. EXPLAIN:

Have students explain, in terms of density why a very heavy object like a big
log floats and why a very light object like a grain of sand might sink?

Ask students to do look at the table on the worksheet and to predict whether
the objects will sink or float.

Closing:

Students will complete their activity worksheets and go over the answers to
the questions.

If time activity:

If there is time the students can think of 5- 10 additional objects they predict
will sink or float. The item may be in the classroom or something they can
bring from home.

Extended activity:

Depending on the objects the students predict and brought in, the class can
test the predictions and document their findings.

Lesson Modifications
Students Initials

1. N/A

Modification/Accommodations: What
curriculum modifications and/or classroom
accommodations will you make for Students with
Disabilities in your class? Be as specific as
possible:
1. Some students may work with the teacher,
teachers aid, one on one specialists or other in
class support staff.
2. Reduce number of items on page or line,
3. Adapting the way the worksheets are
completed.

Resources/References:

Materials:

## Materials needed for each group.

o Water
o clear plastic cups or container
o tea light candles in metal containers
o Clay
o Ruler

Expected Student O
with Lesson
Modification/Accom

## 1. The student will hav

for any help they may
2. Reducing the words
may help the students
3. Allowing the studen
worksheets orally, dic
processor.

o
o
o
o
o

## Two sided tape

Pencil
Permanent marker
Dropper (optional)
Balance beam

Activity Sheet
DensitySink and Float for Solids

Name
Date

Activity
Question to investigate
Why does a heavier candle float and a lighter piece of clay sink?
Materials for each group
2 tea light candles in their metal containers
Clay
Water in cup
Small balance
Tape
Dropper
Procedure
Compare the density of wax and water
1. Roll two pieces of tape and stick
them to the center of the pan at
each end of the balance.
2. Attach each tea light candle to
the tape so that each candle is in
the center of the pan.
3. Use the wick to pull one candle
out of its container.
4. Carefully pour water into the empty
metal container until it fills the
container to the same level as the
candle in the other container. You may
use a dropper to add the last bit of water and
prevent spilling. The goal is to compare the
mass of equal volumes of wax and water.
1. Which weighs more, wax or an equal volume of water?
Which is more dense, wax or water?

## Compare the density of clay and water

1. Make sure you have one piece of tape in the center of each pan on the
balance.
2. Fill one container with clay and place it on the tape so that it is in the
center of the pan.
3. Place an empty container on the tape at the opposite end of the
balance.
4. Slowly and carefully add water to the empty container until it is full.

## 2. Which weighs more, clay or an equal volume of water? Which is more

dense, clay or water?

3. Knowing the density of an object can help you predict if it will sink or float in water.

If an object is more dense than water, would you expect it to sink or float?

If an object is less dense than water, would you expect it to sink or float?

Take it further

4. A giant log can float on a lake while a tiny grain of sand sinks to the bottom. Explain
why a heavy object like the log floats while a very light grain of sand sinks.
5. Remember that the density of water is 1 g/cm3. Predict whether the following objects will
sink or float.

## Will these objects sink or float?

Object

Density (g/cm3)

Cork

0.20.3

Anchor

7.8

Wooden oar

0.4

Apple

0.9

Orange

0.84

Sink or float

Orange without
1.16
peel
6. If a peach has a volume of 130 cm3 and sinks in water, what can you say about its mass?

7. If a banana has a mass of 150 grams and floats in water, what can you say about its
volume?

1. Water weighs more than an equal volume of wax.
Water is more dense.
2. Clay weighs more than an equal volume of water.
Clay is more dense than water.
3. If an object is more dense than water, it will sink.
If an object is less dense than water, it will float.
4. A log can float on water because it is lighter than an equal volume of water which
means it is less dense than water.
5. A tiny grain of sand sinks because it is heavier than an equal volume of water which
means it is more dense than water.
6.
Will these objects sink or float?
Object
Cork
Anchor
Wooden
Apple
Orange
Orange

Densit
0.2
7.8
0.4
0.9
0.84
1.16

Sink
Float
Sink
Float
Float
Float
Sink

7. If a peach has a volume of 130 cm3 and sinks in water, then its mass must be greater
than 130 grams.
8. If a banana has a mass of 150 grams and floats in water, then its volume must be