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Date____________________________
Length: 50- 60 minutes
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
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.
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:
Expected Student O
with Lesson
Modification/Accom
o
o
o
o
o
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?
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.
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?
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