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UNT Lesson Plan

Teacher: Ms. Date: 10/19/2016 District: Northwest School: Haslet


Leitschuh ISD Elementar
y

Subject Science Grade 5th Unit Title Relative Lesson SINK OR


area: Level: Density Title: SWIM?

Purpose and Lesson


Standard(s): Understanding goals(s): Essential Question(s):

5th: (5) Matter and energy. The Students will understand Leading questions, questions that
student knows that matter has address the heart of the discipline,
Why objects sink or float
measurable physical properties and questions that provoke interest and
The definition of density
those properties determine how thought
and the density of water (1)
matter is classified, changed, and
How to determine the
used. The student is expected to:
relative density of the object
being tested 1. Why do some objects
How liquids can stay sink while other float?
(A) classify matter based on separated in layers 2. What do you think the
physical properties, including mass, density of water is?
magnetism, physical state (solid, 3. Why do all of the
liquid, and gas), relative density individual layers stay
(sinking and floating), solubility in separated?
water, and the ability to conduct or
insulate thermal energy or electric
energy;

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UNT Lesson Plan
Student Assessment of Lesson Steps/Activities including Timeline & Grouping
Objectives: Objectives:
ENGAGE:

Students will be How will you know if 1. Put the poster board up on the board with the
able to students have met the definition of density, the density of water (1) and the
objectives examples of density.
Unders (formal/informal)? 2. Tell students to stand up because they are going
tand why to be moving around the room. Have students pack
objects sink together very tightly (with shoulders touching) in the
or float center of the room. Tell the students, This is an
Write The students will be
example of a very dense object. The molecules inside
the informally assessed
the object are very close together. Point to example
definition of while the lesson is on poster.
density in progress through
3. Tell students to spread out (nobody is touching).
Explai teacher observation,
This is an example of an object that is not dense. The
n how and will be formally
molecules are very spread apart and they are not
liquids in assessed based on
touching. Point to example on poster.
the cup stay their completion and 4. Tell students to move in closer (elbows touching).
separated correct answers on This is an example of a moderately dense object. This
Deter the Density Tower object is moderately dense because the molecules are
mine the worksheet. still touching, but are not tightly packed together.
relative Point to example on poster.
density of
objects
EXPLORE:

5. Everyone will go back to their seats and they will


take out the Sorting Objects worksheet. I will
explain the instructions for filling it out and give them

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UNT Lesson Plan
(5 minutes) to make predictions about which objects
they think will sink and which objects will float. They
can pick them up and touch them. Record their
predictions on the Sink or Float? chart paper.
6. They will then test all 12 objects, and record
which actually sink or float on the chart.

EXPLAIN:

7. Have a couple people share their results with the


class. Ask students why they think something sinks
and why it floats. Discuss the density of water.

ELABORATE:

8. Tell the students that they will now be doing an


experiment to test the density of water relative to
other liquids. Liquids that will be tested are syrup,
milk, dish soap, water, vegetable oil and rubbing
alcohol. Make density tour in front of class at front
table.
POUR
-syrup
-milk
-dish soap
-water with blue food coloring (pour slowly with
funnel)
-vegetable oil (pour slowly with funnel)
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UNT Lesson Plan
-rubbing alcohol with red food coloring (pour slowly
with funnel)
9. Call each table up one or two at a time to quick
sketch the density tower and return to their seat. They
will then answer questions about the relative density
of the liquids compared to water. Remind them that
water has a density of 1 and anything less than 1 float/
anything greater than 1 will sink.

EVALUATE:

10. Ask Why do all the layers stay separated?


Discuss the results as a class, and take them up as a
formal assessment.

Language Special Needs Materials & Resources: Technology:


Modifications Modifications

ESL students will be Sentence stems will be List all materials and resources List all technology used in the
given a word bank used for any portion needed for the lesson lesson
with key vocabulary containing writing.
1. Poster with density N/A
and pictures.
definition, density of
water (1), and 3
examples
2. syrup, milk, dish

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UNT Lesson Plan
soap, water, vegetable
oil and rubbing alcohol
for Density Tower
3. graduated cylinder
or glass for Density
Tower
4. 5 dishes (1 at each
table)
5. assorted objects to
sort during Sink or Float
worksheet
6. 20 copies of Sink
or Float?
7. 20 copies of
Density Tower
worksheet

Reflection
What worked: Improvements: Overall Implications for your
teaching:

What parts of the lesson led to How can you increase student What did you learn from teaching
engagement and student learning? learning, engagement, etc., next this lesson that can apply to other
time you teach this lesson? lessons?

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UNT Lesson Plan

SINK OR FLOAT?
Testing Objects Relative Density
SINK SINK FLOAT FLOAT
PREDICTION PREDICTION

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DENSITY TOWER QUESTIONS!


Sketch the density tower at the front of the room. Label each layer of liquid.

True or False?
(Questions 1-4)

1. Syrup is more dense than milk. _______________________________

2. Dish soap is less dense than water. ____________________________

3. Water is more dense than vegetable oil. ________________________

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UNT Lesson Plan
4. Rubbing alcohol is the least dense of all liquids tested. _____________

5. What is the definition of density?


______________________________________________________________________________________________________
_____________________________________________________________________________________________________

6. What is the relative density of water? ____________________

7. Why dont all the different layers mix together?


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