5E Density Lesson Plan

Time: 110 minutes (to be divided into two 55 minute class periods)
Teachers: Subject: Grade:
Marissa Beaith Chemistry/ Density 8th
Janelle Ruiz
Standard:

Strand 5: Physical Science

Concept 1: Properties and Changes of Properties in Matter

Understand physical and chemical properties of matter.

 PO1: Identify different kinds of matter based on specific physical properties (density).

Objective (Explicit):
 SWBAT find the densities of given substances.

Evidence of Mastery (Measurable):

 The students will need to layer the substances in order (with the highest density on the bottom and the lowest
density on the top). They will individually write the order in their composition books/ e-ticket. As a class, the
groups will discuss their answers and layer accordingly. The teacher will know if the students understand how
to find the density based on the way they layered their substances (there is a correct and wrong way to layer).
Sub-objectives, SWBAT (knowledge, skill, purpose):
 SWBAT explain why objects float (density).
 SWBAT explain why substances layer in a certain order (density).

Key vocabulary: Materials:

1. Matter- What makes up an object For Teacher:
(Has weight and takes up space) 1. Document Camera/ Computer/ Internet
2. Mass- The amount of matter in an object. 2. Tank + water
3. Weight- What we use to measure mass. 3. Can of Coke, Diet Coke, Sprite, and Minute-
4. Volume- Amount of space object (matter) takes up maid Lemonade
5. Density- How much matter fits into a certain space 4. Cups/ spoon/ sugar
(amount of mass of an object compared to volume) 5. Balloon
6. https://www.youtube.com/watch?
v=zlkpZZW29b0
7. http://science360.gov/obj/video/f2511bad-b43f-
4dbd-84f9-ace57941ac90/mass-volume-
density (if there is extra time to elaborate)

For Students:
1. Pencil
2. Composition book
3. Beaker/ graduated cylinder
4. Balance/ scale
5. Cups/ containers
8. Rubbing alcohol, baby oil, soda can cap,
vegetable oil, water, cherry tomato, dish soap,
corn syrup, die, popcorn kenel, maple syrup,
honey
Engage (5min)
Posse the essential question; Why do objects float or sink? Show the students a balloon. Ask who has received a
balloon on their birthday/ special event. Follow up by asking who has ever let the balloon go. Let go of your balloon
and show the class how it floats to the ceiling. What if the ceiling was not there? Would it keep going? Why does it do
this? Ask for volunteers to share their ideas (do not tell them if they are right or wrong). Tell them that you will be
learning more about how this occurs in the next two days. Inform them that you will come back to this question at the
end of class (they should be able to correctly answer it then).
Teacher Will: Students Will:
 Ask the essential question  Come up with possible reasons for why objects
 Demonstrate how a balloon floats float or sink and discuss them as a class
 Guide class discussion
Explore (20min)
Puzzling Phenomena- There will be a demonstration where Coke, Diet Coke, Sprite, and Minute-Maid Lemonade are
dropped into a tank of water (this will be done through parallel teaching). The students will make predictions about
what will happen, Inferences about why it may happen, and observations. At the end of the demonstration, the
students will be allowed to observe each can and record any important information. The teacher will ask them to
search for similarities and differences, that may have contributed to the cans ability to float or sink. They will record this
in their observations on their t-chart. The teacher will guide the students to the conclusion that the cans with more
sugar sink and the cans with less sugar float because the extra sugar affects the can’s overall mass.

Bring the parallel groups back to a whole class. Ask what they learned in their groups. Ask how the atoms are affected
(tie in their previous lesson on how atoms behave in the different states of matter).Guide them to discuss how the
sugar adds weight in the regular cans of soda (increasing the amount of atoms, and ultimately density). Point out that
the less dense cans float and the denser cans sink. End the demonstration by introducing the vocabulary word density.
Tell them that you will now take notes on density, to be able to better understand it.
Teacher Will: Students Will:
Demonstration Demonstration
 Hold out the can of Coke.  Record predictions and observations in their t-
 Ask students what they think will happen when you chart in their composition books.
drop it into the tank of water.  Participate in class discussion when asked
 Drop it in the tank of water and give the students a what will happen when the various soda cans
chance to reflect (through observations/ discussion). are dropped into the tank of water.
o Repeat this process for each can of soda.  Observe soda cans for similarities and
 Monitor and keep students on task while they differences that may have contributed to the
observe the soda cans. cans ability to float or sink (record in
observations).
Co-Teaching Strategy
One teach-one assist: One teacher goes over the essential question and leads the class discussion and the other
enforces classroom management, through circulation and proximity.

Parallel: The class is split in half, each going with a teacher. This will allow a more intimate environment for students to
view the demonstration.
Differentiation Strategy
 Provide purposeful grouping, to maximize sutdent enrichment.
 Provide a visual demonstration to introduce the content.
 Provide directions on the PowerPoint, to allow students the opportunity to go back if needed.
 Provide class discussion, to allow students to communicate their understandings and learn from their peers.

Explain (20min)
The teacher will go over what density is. Define the formula (show the students a trick to remember it). Explain what
factors affect density, giving relevant examples. Do a verbal check point (formative assessment) at the end of the
notes to ensure understanding.
**Closure** (5min)
Students will come back to the engage/ essential question. They will be able to explain this question by discussing
density. Students will watch a video clip to reinforce the process. https://www.youtube.com/watch?v=zlkpZZW29b0.

Teacher Will: Students Will:

 Give notes/ examples.  Take cornell notes.
 Guide class discussion.  Participate in class discussion/ check point.
Co-Teaching Strategy
One teach-one assist: One teacher circulates the classroom offering help, answering students’ questions, making sure
students are staying on task, and managing classroom behaviors. The other teacher gives notes/ leads class
discussion.
Differentiation Strategy
Provide hands-on examples that are relative to the students’ lives.
Provide pictures as a visual, allowing students the opportunity for multiple learning styles.
Provide a check point to allow the students and teacher to check for understanding (and adjust lesson if needed).

**END OF DAY 1**

**Review from previous day** (5min)

Elaborate (20min)
Pose the essential question; how do we find the density of an object? The students will receive several substances, for
which they need to determine the densities. They will need to record this information, in groups, in their data tables in
their composition books. After they find their groups densities, they will check the results with a teacher. Form here,
the class will compile their results into the table. The students will individually list the order of substances from highest
density to lowest density.
Teacher Will: Students Will:
 Circulate/ answer questions/ keep students focused  Find the densities of the given substances.
and on task.  Record densities in data tables.
 Check students’ density answers and redirect if  Copy down other groups’ density answers into
need be. data table.
 Help the class to compile their density answers (fill
in a data table under the document camera).
Co-Teaching Strategy
One teach-one assist: One teacher guides the student in filling out their data table, while the other circulates the
classroom to manage classroom behaviors. Both teachers monitor class behavior and questions during the lab.
Differentiation Strategy
Set up purposeful grouping, utilizing students’ background, to optimize the output of collaboration and academic
communication.
Hands-on lab allows multiple learning styles.
Evaluate (20min)
 The students will need to layer the substances in order (with the highest density on the bottom and the lowest
density on the top). They will individually write the order in their composition books. As a class, the groups will
discuss their answers and layer accordingly. The teacher will know if the group understands how to find the
density based on the way they layered their substances (there is a correct and wrong way to layer).

**Closure** (5min)
Students will discuss their success/failure in layering their substances. If they did not layer their substances correctly,
what could they have done wrong.
Teacher Will: Students Will:
 Circulate  Layer the substance in the beaker
 Guide class discussion o They must be in order, with the highest
density on the bottom and the lowest
density on the top