Lesson Plan
i-Density Crisis
Subject
Math, Science & Technology, Science (NYS P-12)
Grade Levels
Intermediate, 8th Grade
Assessment
The Density of a Liquid worksheet can be used to assess student progress. The attached analytic grading rubric can also be used in conjunction with the worksheet to assess distinct levels of progress (i.e. developing, proficient, and distinguished) with respect to the stated lesson objectives and learning standards.
As an additional means of formative assessment, instructors may wish to have students partake in a post-lab journaling exercise, during which students will be asked to reflect on how their understanding has progressed throughout the course of the lesson. Students should be urged to reflect upon their initial thoughts and responses to the discrepant event from the beginning of the lesson and state how their ideas may have changed as a result of participating in the lab exercise.
Author
Victoria Everett
Duration
40-50 minutes
Essential Question
Will an ice cube float in all liquids?
How can we determine whether an object will float or sink?
The Lesson Plan and Student Worksheet
Please see the following links for access to the complete lesson plan and a sample of the student worksheet to be used during the activity.
Lesson plan.doci-Density Worksheet.doc
Description
Density is a key concept in any physical science classroom. It is imperative then, that students at the intermediate level are given opportunities to engage in hands-on lessons and laboratory activities that help them in building a firm understanding of the relationship between mass, volume, and density, as this knowledge is vital to so many aspects (and levels) of science education.
Throughout the course of this laboratory investigation, students will use measurement and analysis skills to determine the mass and density of two given liquids (water and isopropyl alcohol). Once these properties have been determined, students will respond to questions that ask them to apply their understanding of density to new situations.
To begin the lesson, students will be presented with a discrepant event presentation (see lesson plan); based upon what they observe, students will be asked to formulate one or more hypotheses that might explain the phenomena that they have witnessed. After completing the lab exercise, students will be asked to reflect upon their initial ideas, and think about how they would re-evaluate their thoughts in light of the evidence presented throughout the lesson. This is a key component of the lesson, as reflection and self-knowledge are critical elements in building true understanding. By consciously acknowledging their thought processes, and how their ideas may have changed, students will equip themselves not only to recall the content at hand, but to also be capable of applying their knowledge to novel situations and interacting with the material in meaningful and critical ways.
