UNIT: Metric System

DATE: September 25th, 2015

LESSON: Float or Sinker

TIME LENGTH: 50 min.

PA CORE STANDARDS:
3.3.8.A7: Explain the importance of accuracy and precision in making valid
measurements.
ASSESSMENT ANCHOR DESCRIPTORS:
S8.A.3: Systems, models, and patterns.
INSTRUCTIONAL OBJECTIVES:
1. Students should be able to accurately measure the volume and mass of each
liquid.
2. Students will use their knowledge of density to predict whether objects will
float or sink when placed in water.
ESSENTIAL QUESTIONS:
1. What causes one canister to sink or float, compared to another?
2. What does this tell you about why objects sink in water?
FORMATIVE ASSESSMENTS:
1. This lab will be the last review on practicing units, measurements, and estimating
with significant figures.
LESSON TYPE: 5 Es
LESSON ELEMENTS:
I. Lesson Introduction (3 minutes)
A. Move students to their lab groups.
Engage: The student that correctly guesses which canisters would sink or float
can start the discussion.
B. Have the groups work in pairs, explain the importance of yesterdays wat-ar
densities lab and how it relates to todays work.
LESSON PROCEDURES:
(35 minutes)

Explore: Ask: Why does the lab involve calculating density per canister? How does
calculating the density help you determine if it floats or sinks?
6. Ask: How can you make an educated guess as a group?
7. Walk around to each group answering questions they have.
8. Confirm that each pair is helpful and supporting each other.
9. Ask: Before weighing each of the canisters, (by just holding them) which do you think
are sinkers or floaters and why?
10. Explain the importance of providing the correct units and decimal places.
D. Have students answer the questions individually.
E. Get back together as a class.
Explain: What is the data telling you?
G. What does this tell you about why objects sink/float in water?
III. Lesson Summary (5 minutes)
A. Compare our hypotheses column with our actual column.
Evaluate: Follow-up questions.
B. Closure: Lesson recap, Ask for any additional questions.
C. How many canisters did you guess correctly?
Extend: Discuss; explain how you determined if the canister would float or sink?
DIFFERENTIATED LEARNING ACTIVITIES:
1. Provide a modified lab with added notes and visual cues.
2. Each group or pair will share their hypothesis and actual columns.
3. Allow one pair to assess the data given and determine how each groups
canisters were different or similar.
INSTRUCTIONAL RESOURCES, MATERIALS, AND TECHNOLOGY:
Resources: Floater or Sinker Worksheet
Materials: triple beam balance, beakers, film canisters, overflows cup, metal cup
and pie plates.
REFLECTION AND ANALYSIS:
1. Were the lab instructions effective for assessing their reading and interpreting skills?
2. Did my instructional questioning prompt for adequate responses and did I give them an
appropriate amount of time to answer?

3. Are my instructions too involved? Do the students understand how to follow directions
without me guiding them?