IPG

Name: Daniele Gudgen

Date(s): 02/27/2016

Subject: Science

Grade Level: 5

Opening Hook/Warm Up:

To get students thinking about what is relative and what
is density, begin the class with examples of height
perceptions and how a persons height can be relatively
short or tall depending on what it is being compared to.

TEK:
112.16 (b) (5) (A)

To get students thinking about density, use examples of

fabrics used in the fashion industry and examples of
layering drinks.

Objective: Student Friendly:

The student will learn how to measure the mass and
volume of a liquid
The student will be able to calculate density and relative
density of a liquid
The student will be able to determine if an object or
substance will sink or float

The student is expected to classify matter based

onrelative density (sinking and floating)

Big Understanding:
Understanding the idea of relative density will expand the students knowledge about how the world around them
works and will help them prepare/consider careers that use relative density such as cargo ships, planes, etc.
Summative Assessment Evidence:
The students will work in groups to use graduated cylinders to measure the volume of two unknown liquids, scales to
measure the mass of the same two unknown liquids and calculate the relative density of two liquids. The students will
present their findings to the class. The students will use a pipette to layer all of the liquids in order of largest
calculated relative density to lowest as a whole class.
Higher Level Questions to Incorporate: Higher Level Questions to Incorporate:
What variables do you think could change the density of an object or substance?
What do you think would happen if we added solids of different densities to the layered liquid?
Instructional Strategies / Student Activities/ Grouping Patterns:
TTW hook the students with everyday examples of what it means to be relative and what is density
TTW use a power point presentation as a visual for the class
Non-linguistic representations: pictures, baseballs, liquids, layering liquids
Effective cooperative learning: working in groups to calculate relative density
Questions: include higher order thinking questions
Teacher Input/Modeling: IDO:
TTW define relative density
TTW explain why we should learn about relative density
TTW give definitions and explain equations needed to calculate relative density
TTW show students how to measure and calculate the density of water and how to use water as a standard to
calculate relative density of an unknown substance

Guided Practice: WE DO:

TSW work in small groups to calculate the relative density of one unknown liquid
TSW present the calculations to the class
TSW arrange the liquids in order of increasing density
TSW work as a class to layer the liquids in a beaker
CFU (Checking for understanding):
TTW ask questions, observe, and assist the students throughout the entire lesson to check for their
understanding of the lesson
Independent Practice: YOU DO (Individual students):
TTW provide the students with a homework assignment that includes two relative density word problems for

3/3/2016, page 1 of 2, RelativedensityIPG.doc

homework

Ending, Summary / Reflection:

TTW review definitions and equations by asking questions to the whole class?
1.
What is mass and how is it measured?
2.
What is volume and how is it measured?
3.
How do we calculate density?
4.
How do we calculate relative density?
TTW ask for any questions
TTW ask students to think about how we might be able to determine the density of a irregular shaped object
and be ready to discuss what they came up with during the next days morning routine

Materials / Resources:
Power point, scales, graduated cylinders, pipettes, flasks, calculators
Grouping Patterns:
Whole group and small groups
Technology:
Power point

3/3/2016, page 2 of 2, RelativedensityIPG.doc