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Name: Shannon Russo

Grade/ Subject Area: Grade 6, Science


Type of setting: Urban Elementary School
Date of Lesson: November 22, 2016
1. PURPOSE
The purpose of this lesson is to introduce the concept of density to the students.
They have just started the second science unit, weather and atmosphere, and have
been learning about the different states of matter. Students will get a basic
understanding of the concept of relative density through this lesson and
understand how density determines whether an object will sink or float in water.
In the next lesson, students will learn how to calculate density.
2. VOCABULARY AND KEY TERMS
Mass- the amount of matter in an object
Volume- the amount of space an object takes up
Density- the amount of matter in a given volume
3. OBJECTIVE(S)
Students will be able to understand why materials of different densities float on
top of one another and apply this concept to the liquid density lab, ordering the
liquids from least dense to most dense.
4. NEW YORK STATE LEARNING STANDARDS
Density can be described as the amount of matter that is in a given amount of
space. If two objects have equal volume, but one has more mass, the one with
more mass is denser. (3.1h)
5. PRE-ASSESSMENT
In order to understand how much the students know about density, I will use the
responses to the turn and talk about why things float as an informal assessment. I
will also assess how much students remember about the states of matter in the
beginning of the lesson when I review the particle diagrams with the class.
6. LESSON PRESENTATION
a. SET INDUCTION
Review states of matter
o Weve been learning about the different states of matter in
science. Lets review which state of matter corresponds
with each particle diagram.
o Call on students to identify each state of matter and tap the
box to reveal the state of matter under each diagram
o Im sure weve all noticed that solids can sink or float on
water. Turn and Talk- Why do you think this is? What
makes something sink or float? Think about a raft and
diving toys in a pool.

b. PROCEDURE
Introduce density
o Things sink and float because of their density.
o Before we learn what density is, lets review some
vocabulary. Review the terms mass and volume.
o Density is the amount of matter that is in a given volume.
To make this definition a little easier to understand, think of
it as the amount of stuff packed together in a certain
amount of space.
o Compare to population density- If you think about Times
Square on New Years Eve, there are a ton of people in a
small area. Now think about Times Square during a
snowstorm. There wont be many people around. In the
same amount of space, there will be fewer people squished
together.
o Lets look at the bowling ball and balloon. They are about
the same size, or volume. A Bowling ball has a lot of mass
in that volume, but a balloon doesnt have much mass at
all. A bowling ball is very dense, like Times Square on New
Years Eve.
Connect density to floating and sinking
o Objects with high density will sink in water and objects
with a low density will float.
o Have students think about the pool float and the penny.
Turn and talk- discuss the volume, mass and density with a
partner to determine whether the object will sink or float.
o Go over the answers they come up with and write them on
the slide.
Connect density to states of matter.
o Lets go back to the states of matter. Turn and talk- Which
one is the most dense? Which one is the least?
o Point out that this is why many solids sink and thinks filled
with air will float.
Liquid density Lab
o Tell students that liquids can sink or float too. Explain that
we have four liquids and we will be pouring them into the
graduated cylinder. The liquids will be colored with food
coloring so you can see them better. Think about the
density of the liquids. What do you think will happen?
Have students fill in the first question in the packet and
draw what they think will happen.
o Have one student come up and pour the water in the
graduated cylinder.
o Have another student pour the honey in the graduated
cylinder. Ask for predictions.

o Have students come up to pour the dish soap and the milk
into the cylinder.
o Draw what happened to the liquids on the board as the
students draw it in their packets. Discuss why certain
liquids sunk to the bottom and others floated.
o Have students complete the rest of the questions and the
critical thinking questions on their own.
o If time allows, perform the experiment in another graduated
cylinder pouring the liquids in a different order (some
liquids will mix together and separate slowly and others
will quickly sink to the bottom of the container).
c. CLOSURE
What did we learn about the density of these liquids from this
experiment?
If there is time left over, have students share their critical thinking
questions and answers.
7. MATERIALS AND RESOURCES
Smart Board and projector
Density Smart Notebook presentation
Liquid Density Lab packets
Graduated cylinder
Liquids (honey, milk, water, dish soap) and food coloring
8. FOLLOW-UP ACTIVITY/ASSIGNMENT
For homework, students will find every day objects that sink and float in water
and bring a list to the following class. Their ideas will be used to review relative
density and transition into instruction of calculated density.
9. EVALUATION/ASSESSMENT
Students will be evaluated based on their responses to the questions in the lab
packets.
10. DIFFERENTIATED
Struggling students will have critical thinking questions incorporating
things that have been touched upon throughout the lesson.
Gifted students will receive very high-level critical thinking questions.
11. RESOURCES
http://schools.nyc.gov/NR/rdonlyres/49FC3DAF-2A6A-42B5-80DC9587487B0243/0/sciencescopeandsequence612_web.pdf

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