Title | Course | Date Stacking Liquids, Next Generation Science, November 14, 2013

Objectives:

State Standards:

SWBAT: Identify how to stack liquids of varying

densities.

Recognize that the properties of a compound

differ from those of its individual elements.
Compare the density of pure water to that of a
sugar solution

Background Knowledge: Misconceptions:

Recognize that the properties

of a compound differ from
those of its individual
elements.
Compare the density of pure
water to that of a sugar
solution
More dense objects sink
compared to less dens
objects

What is the difference

between mass and volume?
All liquids have the same
density.
The density of salt water is
the same as the density of DI
water.

Vocabulary:

Characteristic property
Mass
Volume
Density

Comment [1]: For every lesson I create, I

make sure to incorporate the state
standards, and a synthesized objective. The
synthesized objective allows my students to
identify the direction of each lesson.

Comment [2]: By identifying

misconceptions that my students may have
prior to completing an activity, I am better
prepared at identifying where my students
my have trouble identifying connections
between the material.

Materials:
Salt, Food Coloring, 24 Water bottles, Liquid Density Worksheet
Solution 1: 75 grams of salt
Solution 2: 50 grams of salt
Solution 3: 25 grams of salt
Solution 4: 0 grams of salt

Differentiated Instruction:

Students will be engaging in an inquiry based laboratory, were they will be stacking liquids based off of their
varying densities.
Students will be required to stack their own individual sample of unknown liquids, providing each student
with their own individual task.
The students will be engaging in small groups discussions about what they are seeing, and will record their
data into their summary tables.

Comment [3]: By providing each student

with a different unknown sample, they are
required to take ownership of their work.

Do Now (Opener):
As the students enter into the classroom, they will begin to work on their Do Now questions. After this first five
minutes, I will have the students select a set of bottles and begin to give them an overview to the laboratory.

Class
As the students begin to work on the laboratory, I will explain to them that they will be required to get their set of
liquids to stack into four levels. I will not be giving the students any answers or telling them any information on how
the liquids are supposed to stack. The laboratory will be a test to see if they can think though the steps and make
their own changes to the procedure to achieve the desired goal.

Recap
After the students have completed the laboratory they will begin answering the study questions, which go along with

Comment [4]: This was a great inquiry

based activity, since the students were
required to create their own laboratory
procedure, while still making connections to
previously covered classroom material.

the activity. They will also fill in their summary table based off of their observations and conclusions they have
made based off of this experiment. As the students leave they will leave their answer to the Exit Ticket on the Board

Exit Ticket:
If you had to give advice to another
student who was working on this
experiment, what would you tell
them?

Practice Opportunities:

Lab Safety Hazards:

Students will continue to fill out their

summary table and answer the
questions, which went along with the
lab.

Students are working with salt and

water; there should be no safety
hazards.

Reflections on Teaching

Lesson Subject to Change






Purpose:

Hypothesis (Claim) :


Procedure: 1.

2.

3.

4.

5.

6.

Density Inquiry Lab

Colored Layers

Letter on the Sample _______

Comment [5]: Following Next Generation
Science Standards, my students are required
to support their claim with evidence and
reasoning.
Comment [6]: By allowing the students to
construct their own procedure, they are
required to make connections from daily
lessons and solving scientific problems.

Materials:
1. Red Food Coloring



2. Blue Food Coloring



3. Yellow Food Coloring



4. Green Food Coloring


Observations (Evidence):

Trial 1
Trial 2
Trial 3
Trial 4

Color

Color

Color

Color

Calculations (Evidence)

Color
Red

Mass

Volume

Density

Comment [7]: This chart offered students

the opportunity to see the patterns, which
were required to properly stack their
unknown liquids.





Blue


Yellow


Green

Research (Answer the following questions)

1. Compare the data that you collected during the experiment with a different group. Write down your
observations.


2. What equation did you use to determine the densities in the calculation table? Define each variable and
describe the units associated with them.




Conclusions (Reasoning):

Comment [8]: For every conclusion my

students are required to have the following
pieces.
-Was your Claim supported/rejected
-Support your answer with scientific
evidence from course material.
-Research one way in which this relates to
your daily life
-Sources of error/ how could you correct for
this error.