Middle Childhood Education Student Teaching

Middle Childhood Education Lesson Plan Template v. 3

Teacher Candidate Name: Benjamin Wozniak

Lesson Title/#: Matter: Density- Lesson 1
Grade Level: 6th (49 minutes)
Lesson Foundations
Content Standards Physical Science.6.1.1: All matter is made up of small particles classed atoms. Each atom takes up space, has mass
and is In constant motion. Mass is the amount of matter in an object.

Speaking and Listening: Comprehension and Collaboration- 2: Interpret information presented in diverse media
and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study.
Learning 1. Students will construct a definition for density. Assessment(s) 1. Demo Discussion (LO1)
Objective(s) 2. Coke vs Diet Coke Problem
Include LO being Handout (LO1)
addressed

Materials & Materials:

Resources -Slides
-Fish Tank
-Coke and Diet Coke cans
-Bowling Ball
-Guided Notes Handout
-Coke vs Diet Coke Problem Handout
-Balances

Resources:
-Smartboard

Instructional Procedures/Steps
Note when you are addressing a learning objective and when enacting an assessment.

Teacher will Student will

Instructional procedure, questions you will ask, checks for What will students be doing?
understanding, transitions, and evidence of culturally responsive What evidence of learning will students demonstrate?
teaching practices. Student-centered learning/opportunities for practice and application.

B. Wozniak, 2017

Opening Demo (LO1)
___5_____ Minutes 1. The teacher will welcome students to the class,
review the agenda for the day, and bring their
attention to the fish tank filled with water.
2. The teacher will show the class a can of Coke.
-Do you think this can will float or sink? Why?
3. The teacher will put the can in the tank and grab a
can of Diet Coke.
-Do you think this can will float or sink? Why?
Instruction Demo Discussion (LO1)
____30_____ Minutes 1. The teacher will then instruct the students to
discuss in their groups why the Coke sank but the Diet
Coke floats
2. The teacher will now bring out a 10 pound bowling
ball.
-To give you something else to think about, does
anyone think this bowling ball will float or sink? Why?
3. After discussing in small groups, the teacher will
bring the class together and lead a discussion.
-Why would the Coke can sink but the Diet Coke can
float?
-Whatever is in the cans does not touch the water, so
does that matter as to whether the can sinks or floats?
-What about the bowling ball then, how did it float?
-So what properties of an object determines whether
or not it can float?
-The bowling ball is ten pounds. Does everything that
is ten pounds or smaller float?
-So can it be a combination of properties that
determine whether objects float or sink?
B. Wozniak, 2017
Middle Childhood Education Student Teaching
Demo (LO1)
2.
-I think it will sink because it is made out of metal. I think it
will float because it is light enough.
3.
-I think it will sink because the Coke can sank.
Demo Discussion (LO1)
1. Students will discuss in their groups
2.
-I think the bowling ball will sink because it is too heavy.
-They are different drinks, so maybe what that is the
difference.
-The stuff inside the can adds to its mass.
-There must be something inside of it that always the ball to
float.
-Based on what we have seen, it has to do with the objects
mass.
-No, the bowling ball is heavier than the Coke can, and a lot
bigger. Maybe the size has something to do with it also.
-Yes, it appears to be about the mass and volume of the
object that affects whether it will float or sink.
(Assessment #1)

Guided Notes Handout (LO1)
1. The teacher will now introduce the term density.
2. The teacher will pass out the Guided Notes Handout
and go through it with the students.
-We saw a can of pop sink and a can of pop and
bowling ball float, where only the can interacted with
the water. Does that make the chemical or physical
makeup of objects more important to density?
-What affects an objects density? We saw the same
size cans do different thing and a really heavy bowling
ball float.
-If we know what waters density is, what can we
assume about the density of the three objects?
3. The teacher will instruct the students to add notes
to notebook and density to their vocab list.
Closure Coke vs Diet Coke Problem Handout (LO1)
____14_____ Minutes 1. The teacher will bring the classrooms attention
back to the Coke and Diet Coke cans in the fish tank.
-Do we now know what the main difference is
between the two cans?
-And what about the bowling ball?
2. The teacher will explain they will calculate the
difference of the cans in their groups.
B. Wozniak, 2017
Middle Childhood Education Student Teaching
Guided Notes Handout (LO1)
2. Students will fill out the handout along with the teacher.
-It would mean physical properties are more important as
we did not see whats inside the cans interact with the
water.
-It depends on both the mass and volume of the object.
-The objects that floated have a density either greater or
smaller than waters and vice versa for objects that sink.
-Density is a physical property.
- This is the measurement of the amount of mass (grams,
kilograms, etc.) for every unit of volume (L, mL, cm3)
-Formula: D=M/V, M=V*D, V=M/D
- One way to estimate whether an object is more or less
dense is to test whether it sinks or floats
- Water has a density of about 1.0 g/mL at room
temperature. An object that is less dense than water will
float, but an object that is denser than water will sink.
-A: submerge, B: sink, C: float
3. Students will glue their notes into their notebooks and
add density and its definition to their vocab list.
Coke vs Diet Coke Problem Handout (LO1)
1.
-The densities must be different enough where the Coke will
sink and the Diet Coke will float.
-There mass must still be small enough for that volume for it
to still float.
2. Students will complete the Coke vs Diet Coke Problem
Handout.
-Estimate of Coke: >1, Estimate of Diet Coke: <1
 Middle Childhood Education Student Teaching

-Volume of both: 355 mL, mass of Coke: 370 g, mass of Diet

Coke: 360
-Density of Coke: 1.1 g/mL, Density of Diet Coke: 1 g/mL
-This means the Diet Coke has a small enough density for
the can to float while the Coke still sinks.
(Assessment #2)
3. The teacher will explain the difference between
Coke and Diet Coke that makes the difference
between the masses and how the bowling ball floats.
Modifications/Accom -Instructions given multiple ways for all learners.
modations/Enrichme -Discussions will questions at various Blooms levels for all learners.
nt -Density Guided Notes to help students with organizational needs.
-Opportunities for students to demonstrate their learning orally through the demo discussion and through their
writing on the pop lab.
-Demo at the beginning for visual learners.
-Students can work in groups for all learner.
-Agenda discussed for IEP student as indicated on his IEP.
-Materials available in large print for IEP student with visual impairment.

B. Wozniak, 2017