Teacher: Stoltz Date: Fall 2016 District: UNT School:

Subject Area: Science Grade Level: 6th Unit Title: Physical Science Lesson Title: Density
Relevant TEKS
6.6B Calculate Density to identify an unknown substance.
Science Content (Big Ideas: Definitions, Facts, Process/Integrated Skills, Explanations, etc.)
Calculate Density and effectively apply density to real world problem solving skills.
Learning Objective(s):
1. Given various objects, students will be able to measure and record Mass and Volume using the appropriate units of measurement.
2. Given the formula D=m/V, students will be able to find the Density of respective objects.
3. Given multiple substances, students will be able to compare different substances based on Density.
4. When split into groups, students will be able to work cooperatively with other students.
5. With new knowledge of Density, students will be able to provide one real-life situation in which Density is utilized.
Relevant ELPS - Language Objective(s):
Listening: 2(D) Student is expected to monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed.
Speaking: 3(E) Student is expected to share information in cooperative learning interactions.
Reading: 4(F) Student is expected to use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.
Writing: 5(G) Student is expected to narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

Relevant TX CCRS:
II.F.1. Select and use appropriate Standard International (SI) units and prefixes to express measurements for real world problems.

Assessments:
Diagnostic Assessment/s: Check For Understanding discussion questions included in the density review section of the PowerPoint.
Formative Assessments: Student should record each clue and record their work and findings from each clue, and how this helped them solve the big problem.
Summative Assessment: Teacher will collect science notebooks and grade the students work from the activity based on the rubric (provided in Evaluate)
5E Teaching Model:
Engage Teacher will do a demonstration for the students of a golf ball floating halfway through water. If students accidently
BEFORE LESSON: Teacher will prepare one small beaker with just water, one small beaker with salt water, one open one of the plastic
medium empty clear container and set out a golf ball. bottles and spill, the
Access prior knowledge from previous class Last class we did a density lab and we compared densities of objects teacher must be notified
using the sink/float test method. Can someone tell me what it means if an objects sinks in water? What about if an immediately.
object floats on water? allow students to answer and have brief discussion on the sink/ float method of density.
Alright we are going to use the sink / float method to see if this golf ball is more dense or less dense than water.
What do you predict will happen? Allow a couple students to answer. Alright, well lets find out! Will someone
volunteer to come drop the golf ball in the water so we can find out the answer?
The teacher will pour salt water in a container and then add fresh water on top (Students should not know yet that
one is salt water and one is fresh water). Allow student to place golf ball in the water. The golf ball should float on
the saltwater but sink in the fresh water because it is more dense than freshwater but less dense than salt water.
 Ask volunteer to share with the class what they see the golf ball doing. Student should be able to observe that the
golf ball is floating half way in the water. It looks like the golf ball is floating halfway in the water. What do you
think this means or why do you think this is? Allow wait time for student to think. I want you all to turn to your
shoulder partner and talk about why you think this is. Allow them to share their ideas.
After students are done sharing teacher will explain that the salt water is denser than the golf ball, which is denser
than the salt water, which is why the golf ball floats halfway in the water.
Teacher will then start the Power Point (Attached in Lesson Plan)
2-3 slides reviewing the concepts of Mass, Volume, and Density, including questions to check for understanding
(ex: Can objects with different volumes have the same mass? Can objects with the same mass have different
volumes?)
Slide introducing the Lab Activity: National Treasure Exploration
Explore National Treasure Exploration:
BEFORE LESSON: Teacher will fill each 9 bottle with different substances. 3 bottles will be labeled X, Y, and Z to
represent the secret solutions (X= Rubbing alcohol, Y= Dish Soap, Z= 100% Maple Syrup). There will be 6
additional bottles with substances A-F that will be used in relation to the clues to test which of the lubricant is the
correct one (A=Whole Milk, B=Vegetable Oil, C=Honey, D=Corn Syrup, E=Lamp Oil, F=Water). Also labeled on
each bottle will be the volume of each substance so that students only need to measure mass and then use formula
D=m/v to find the density.
The volumes can all be the same or they can all be different. For this specific teach the volumes used were:
o X= 80 mL Rubbing alcohol,
o Y= 75 mL Dish Soap,
o Z= 100% Maple Syrup
o A=Whole Milk
o B=Vegetable Oil
o C=Honey
o D=Corn Syrup
o E=Lamp Oil
o F=Water

You are Nicholas Cage in National Treasure! You are SO CLOSE to opening the door to the treasure, but you see a
note that reads: In order to open this door you have to find a secret solution. The builders of this door made it only
able to open with one specific solution. You are given 3 solution options: X, Y, and Z. If you choose correctly the
door will open and the treasure is yours!!! BUT if you use the wrong lubricant the door will be locked forever! Now
you must travel around the world (classroom) to find clues to find out what the solution is! There are 6 total clues.
Good luck.
Teacher will split the classroom into 3 or 4 groups for this activity. Allow the teams to pick names and tell them that
they are competing against each other.
Prior to the activity teacher will fill each 9 bottle with different substances. 3 bottles will be labeled X, Y, and Z to
 represent the possible secret solutions (X= Rubbing alcohol, Y= Dish Soap, Z= Maple Syrup). There will be 6
additional bottles with substances A-F that will be used in relation to the clues to test which of the secret solutions
are the correct one (A=Milk, B=Vegetable Oil, C=Honey, D=Corn Syrup, E=Lamp Oil, F=Water). Also labeled on
each bottle will be the volume of each solution or substance (given above) so that students only need to measure
mass and then use formula D=m/v to find the density.
Procedure:
1. Students will read the story (provided above) on power point slide together.
2. Teacher will pass out work sheet to the students (attached in lesson plan with the answer key as well)
3. As a class, we will measure the mass using a balance beam, volume (already labeled), and density of all the
possible secret solutions X, Y, and Z. Students should then record these on their worksheet.
4. Teacher will then explain and demonstrate to students that they are to walk around the room to find clues (clue
sheets attached, fold in half horizontally and lay around the room facing clue # up). Student will pick ONE clue
at a time per group and bring it back to their station.
5. Each clue compares one of the substances to the Secret solution (For Example: Substance E is less dense
than the Secret Solution). The student would then grab the bottle labeled substance E and bring it back to their
station and measure the mass using a balance beam, the volume is given on the bottle, and they would use those
to calculate the density of substance E. The students should record all work in their notebook to keep track of
the density amounts. Then the students will put the clue back where they found it and the bottle of Substance E
back as well, then repeat the process with another clue.
6. Allow students to start on their own. 5 clues will be provided at the start of the activity. Once the students are
all done with the 5 clues the teacher will provide the FINAL CLUE to everyone at the same time.
Clue 1: Substance E is less dense than the Secret Solution
Clue 2: Substance C is more dense than the Secret Solution
Clue 3: Substance B is less dense than the Secret Solution
Clue 4: Substance D is more dense than the Secret Solution
Clue 5: Substance F is less dense than the Secret Solution
FINAL CLUE: Substance A is less dense than the Secret Solution

Explain Teacher will lead a class discussion on the results and call on groups to answer the following questions:
1. What was the correct secret solution: X, Y, or Z? (Correct secret solution was Z)
2. Which substance could you eliminate using the 5 clues? (Solution X)
3. Why did you need the final clue to find the correct secret solution? (Because substance A was more dense that Y but
less dense than Z)

Teacher will then show a diagram of a density column with all 9 substances used in the experiment and further explain the
questions. (In order top to bottom/ least dense to most dense: Lamp Oil, Rubbing Alcohol, Vegetable Oil, Water, Dish Soap,
Milk, 100% Maple Syrup, Corn Syrup, Honey)

Elaborate As a conclusion to the activity, have student record in their notebook one real-life application of the concept Density.
 Okay now that you understand the concept of Density more and how you calculate the density of objects: write
ONE way someone could use Density in a real life situation at the bottom of the activity in your science journal.
Evaluate Teacher will collect students science notebooks and grade from the following rubric:

*10 points given for turning in the journal on time in addition to the 90 possible points in rubric= 100 possible points
0-10 points 10-20 points 20-30 points
Organization/ Neatness Not legible, Hard to follow Adequate legibility but cannot Neat, legible, and organized in a
sequential order of lab experiment. identify sequential order of the lab manner that the sequential order of
experiment. the experiment is clear.
Using Formulas/ Appropriate Student does not show work or Student shows some work, but not Student show most/ all of their
Units record answers using appropriate all. Student uses some of the work. Student uses mostly/ all
units. correct units but not all. correct units for recording answers.
Real-World Situation Does not give a real world Provides a real world situation that Provides an accurate, well
situation, or gives on that is is on the right track, but does not developed real world situation of
inadequate. accurately describe a real world how Density is applicable in the
situation using DENSITY real world.
Language Modification(s):
Beginner: Students will be placed in a group with a bilingual student or in a group where they can discuss the topic in native language.
Intermediate: Students will be given a handout with sentence stems and the already recorded clues to help them organize their journal.
Advanced/ Advanced High: Students will be allowed access to a language dictionary if there are English words they come across that they are not familiar with.
*ALL ELL students will be monitored by the classroom teacher for additional information or intervention.

Diversity and Equity (Accommodations, Modifications, Adaptations)

GT
GT students will be asked to answer additional questions in their lab journal such as:

Would the answers still be the same in this lab if there were different volumes for the solutions and solvents? Why?

How would you solve this if the volumes were not given to you?

SPED
Additional time to complete the activities.

Frequent breaks if needed

Allow students to utilize a quiet corner if they need an escape from distraction
 Extra teacher guidance and attention

Materials and Resources:

Teacher PowerPoint
Golf Ball
Salt
Water
Clear Plastic Container
9 plastic bottles
Beaker (teacher use- for measuring)
5-6 Balance Beams
Rubbing Alcohol
Dish Soap
100% Maple Syrup
Milk
Vegetable Oil
Honey
Corn Syrup
Lamp Oil
Printed Clues
Science Journals
Pencils/ Pens

Technology:
PowerPoint
 Density Power Point Slides

MASS
Measurement of the amount
of matter (or stuff) in an
object

DENSITY Measured in grams (g)

VOLUME
Measurement of the amount
of space an object takes up
Measured in milliliters
(ml) or cm3
 LETS TRY Container
ONE TOGETHER! B holds the more
WHAT DO YOU THINK?? DENSITY
There are dense liquid!!!
A2measure
containers
of how(Atigand B). Container
htly packed and how heavy
A is filled the
with 100mLare ofinliquid andDensity
has a is the
Can objects with the same mass have
mass of 20g
Same
molecules
. Container
amount
an amount
of matterBwithin
object.
is filled
of space, more
withvolume.
a certain
different volumes?
100mL of a different
Density= liquidstuff
Mass/Volume and hasin container B
a mass
of 50g. Which container holds the more
Can objects with the same volume dense liquid?
have different masses?
 In order to open this door you have to find a secret solution.
Which Secret Solution was the
The builders of this door made it only able to open with one

LAB!!! You
specific solution. Youare Ben
correct
are given
(Nicolas Cage) in
Gates
oneoptions:
3 solution to open
X, Y, and the
Z.

There are hidden clues to guide you. If you choose correctly,

National Treasure!
door???
the door will open and the treasure is yours!!! BUT if you use
Youve solved all the
the wrong solution the door will be locked forever!
clues to lead you to
the treasure room.
You are SO CLOSE
Now, in your groups, you must travel around the World (AKA
science classroom)to and
opening
find cluesthe
to finddoor
out what the solution
is! There are 6 tototalthe
clues.treasure,
Good luck. but
you see a note that
reads.
 Density Lab:
National Lamp Oil (Substance E)

Rubbing Alcohol (Solution X)

Treasure Vegetable Oil (Substance B)

Water (Substance F)
Dish Soap (Solution Y)
.
Milk (Substance A)
You are Ben Gates (Nicolas Cage) in
National Treasure! 100% Maple Syrup (Solution Z) Youve solved all the
clues to lead you to the Corn Syrup (Substance D) treasure room. You
are SO CLOSE to opening the door to
Honey (Substance C)
the treasure, but you see a note that
reads.

In order to open this door you have to find

a secret solution. The builders of this door made it only able to open with one specific solution. You are
given 3 solution options: X, Y, and Z. There are hidden clues to guide you. If you choose correctly, the door
will open and the treasure is yours!!! BUT if you use the wrong solution the door will be locked forever!

Now, in your groups, you must travel around the World (AKA science classroom) and find clues to find out
what the solution is! There are 6 total clues. Good luck.
.

Step 1: Find the densities of the possible secret solutions.

Secret Solution Mass (m) Volume (v) Density (m/v)
Possibilities
 X
Y

Step 2: Go find clues!!

You do not have to solve clues in order, as long as they match the correct clue # on the
sheet! The FINAL clue is with the teacher, you can get it once youre done with all of clue
#s 1-5.

Mass Volume Densit More/ Less

Clue Substanc
Dense than
e Letter (m) (v) y (m/v)
# (A-F)
Secret
Solution
1

4
 5

FINAL

Open the door by circling the correct solution: X

Y Z
CLUE
#1
Substance E is less dense
than the secret solution
CLUE
#2
Substance C is more dense
than the secret solution
CLUE
#3
Substance B is less dense
than the secret solution
CLUE
#4
Substance D is more dense
than the secret solution
CLUE
#5
Substance F is less dense
than the secret solution

FINAL CLUE
Substance A is less dense
than the secret solution

FINAL CLUE
Substance A is less dense
than the secret solution

FINAL CLUE
Substance A is less dense
than the secret solution

FINAL CLUE
Substance A is less dense
than the secret solution

Density Lab: National Treasure (ANSWER

KEY)
.

You are Ben Gates (Nicolas Cage) in National Treasure! Youve solved all the clues to lead you to the
treasure room. You are SO CLOSE to opening the door to the treasure, but you see a note that reads.

In order to open this door you have to find a secret solution. The builders of this door made it only able to
open with one specific solution. You are given 3 solution options: X, Y, and Z. There are hidden clues to
guide you. If you choose correctly, the door will open and the treasure is yours!!! BUT if you use the wrong
solution the door will be locked forever!

Now, in your groups, you must travel around the World (AKA science classroom) and find clues to find out
what the solution is! There are 6 total clues. Good luck.
 .

Step 1: Find the densities of the possible secret solutions.

Secret Solution Mass (m) Volume (v) Density (m/v)
Possibilities
X 83.5 g 80 mL 1.04 g/mL
Y 101 g 75 mL 1.35 g/mL

Z 143.5 g 100 mL 1.43 g/mL

Step 2: Go find clues!!

You do not have to solve clues in order, as long as they match the correct clue # on the
sheet! The FINAL clue is with the teacher, you can get it once youre done with all of clue
#s 1-5.

Mass Volume Densit More/ Less

Clue Substanc
Dense than
e Letter (m) (v) y (m/v)
# (A-F)
Secret
Solution
1 E 88 g 95 mL 0.93 Less
g/mL
 2 C 70 g 40 mL 1.75 More
g/mL
3 B 102 g 80mL 1.27 Less
g/mL
4 D 101 g 60 mL 1.68 More
g/mL
5 F 72.5 g 55 mL 1.31 Less
g/mL
FINAL A 68 g 50 mL 1.36 Less
g/mL
Open the door by circling the correct solution: Z
Teachers should also note that prior to starting this experiment over,
teacher should do the measurements again. Densities will remain
approximately the same, but mass and volume may vary when making new
bottles.