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You are on page 1of 10

Grade: 5th

Date____________________________

Length: 50- 60 minutes

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.

b. Key vocabulary(academic/everyday):

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.

Learning Standard

successfully met the targets? What

specific criteria will be met in a

successful product/process? What

does success on this lessons outcome

look like?

worksheet. (see answer guide)

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

access to and are able to engage appropriately in this

students have access to and are

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.

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?

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:

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

for any help they may

2. Reducing the words

may help the students

tasks.

3. Allowing the studen

worksheets orally, dic

processor.

o

o

o

o

o

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?

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.

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.

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

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