Standards Connection:

5.2) Define mass, volume, and density.

Relating density to the sinking or floating of an object in a liquid
Learning Objective(s):
When given density and mass scenarios, the student will evaluate each to determine whether
objects will sink or float with 90% accuracy.
Learning Objective(s) stated in kid-friendly language:
I will be able to explain why something sinks or floats.
Evaluation of Learning Objective(s):
Students will be given a series of 4 scenarios. In each scenario, students must draw the
molecules, demonstrating density in the 2 objects. The students must then label which is more
dense and which is less dense out of the two. The next 4 questions will require students to look at
the mass and volume of different objects and determine whether it will float or sink. The last 2
questions assess the students understanding of density itself, asking what density is and how is
found. Students that get 9 out of 10 questions correct will be considered proficient and placed in
the green group. Students that get 7-8 questions correct will be placed in the yellow group and
watched for further remediation. Students that get 6 or less questions correct will be placed in the
red group and will receive further remediation.
Engagement:
The teacher will show the class a video that brings together the ideas of mass, volume and matter
into the big idea of density. Okay class. Today we are going to watch another video to introduce
our idea. Today we will be learning about density. Before we go too far in to what that is, we are
going to watch a video that might explain it and will show you how density relates to volume and
mass. Ready? The teacher will play the video. Wow! So good! We will talk about several things
that she mentioned later as we go on!
Learning Design:
Teaching:
The teacher will begin the lesson with a discrepant event. Class, I want you to all come join me
on the carpet when I call your row. Now, here I have 2 soda cans. They look the exact same dont
they? Do you think they will sink or float when I place them in the water? Sink? Float? I dont
know! Lets see! The teacher will place the two cans into the water and act surprised when one
sinks and one floats. WHAT?! What is going on here? What do you think? The teacher will take
responses from the class. Possible responses include that one can was emptied, one was poured
out, or one is smaller. Those are all good thoughts but you guys can feel them! The teacher will
pass around the cans. See? They feel the same- they look the same. What is happening? Think
about what we have been learning about with mass and volume. Do you think they have the same
volume? Well yes- they are almost the exact same can! What about mass? Feel them both. One is
a bit heavier, right? Well I will tell you, one has a larger mass than the other. In fact, the one that
sank is a coke and the one that floated is a diet coke. What would make the coke have a bigger
mass than diet coke? Think about the difference between them! The teacher will hear thoughts.

Those are all great! The coke has a lot more sugar in it. That makes the mass greater! Look at
the can. It looks the same as the other one and can hold the same amount of soda. But in the
coke, the makers have packed a lot more sugar into the same amount of space causing the mass
to increase while the volume stayed the same. This is what causes the can to float or sink. This is
what we will be learning more about today!
The teacher will add the word density to the matter board. This is our final piece to our
unit. Density. Have you ever seen or heard this word before? Maybe you have heard a place
referred to as dense. Or maybe youve heard a book or topic referred to as dense. Any others?
Have you ever heard a person referred to as dense? Its not exactly a complement and can be a
way of saying they arent very smart. What does dense even mean? Turn and talk to your
neighbor about what the word density might mean. Keep in mind our experiment and what we
have been learning about! The teacher will give students time to talk with their peers about their
experiences with the word and what it could potentially mean. The teacher will then call on
students to share their thinking. Lets hear some thoughts. What are yall thinking? I love it!
Density is the relationship between mass and volume and tells us the amount of matter in a given
space. Think back to when we learned about mass and volume. We learned that all matter has a
mass and all matter has a volume, right? Well, all matter also has a density. In fact, the atoms in
matter are arranged such that all atoms have a density. I am going to add that idea to our
board as well! Pretty cool, right? Today we are going to be learning how to figure out the density
of an object but first we are going to explore density more. Lets add density to our board first so
we can remember it easily. Now look here. The teacher will have the density tank again with 2
density cubes. These are 2 cubes. They look very similar, right? Come close and look. They are
both metals, they are the same size, they look very similar dont they? Do you think they will sink
or float? Well remember what we just learned. Feel them. They have different masses. Do you
think they will both sink now? What might happen? I dont know! Lets see! The teacher will drop
in the cubes to the tank. One will sink and one will float. Wow! What is happening? This is just
like our soda can experiment from before. We have 2 objects with the same volume but different
masses. One sank and one floated. Do you think the cube with the larger or smaller mass sank?
Right- the cube with the larger mass sank. Keep this in mind for later! Now look at this. The
teacher will show the class 2 rocks with the same mass but different volumes. These are both
rocks right? So are they both going to sink too? At this point the class has probably caught on
that the teacher is trying to trick them and potentially will respond that both will float. Well. Lets
see! One rock will sink, one rock will float. What is happening in our classroom?! Lets look at
these rocks. They are both rocks, right? Think about what we saw in the last experiment. What
can you maybe tell me about these rocks? The class will respond that the rock that sank has a
larger mass while the one that floated has a smaller mass. Ahhhh. But. These rocks have the same
mass. So what is going on? Turn and talk to your neighbor as to what you think might be
happening. Students will freak out with their friends, trying to figure out what is going on. Lets
come back. Lets hear some thoughts. The teacher will allow students to share. You are right! The
volume of the rocks is different. While their mass was the same, the relationship of the mass to
volume was different in each rock causing the density to be different for each rock. In the rock
that sank, the mass was greater than the volume was causing it to sink! Wow! Now we are going
to learn a quick little rhyme to remember how we can figure out density. I am going to do it once
then I will show you the words. I will then explain what it means then teach it to you! It goes like
this The teacher will perform the density song with motions. Lets look at what this means.
More mass will sink, less mass will rise. Compared to the volume. Hmmm. Think about the

definition of density. What could I mean? Right! We have to compare mass and volume. If the
mass if more than the volume, the object will sink. If the mass is less than the volume, the object
will rise or float! Pretty easy, right? Lets do it together! The teacher will walk students through
learning the density song and motions like she just performed. Thats awesome! As we will see
later, this poem is specifically for determining whether or not an object will float or sink when
placed in water. Like we have been doing today so far. Now I will teach you the formula for
calculating density. The formula is density=mass/volume. This formula is used to calculate the
exact density of an object. By using this calculation, we can just look at one number and see if
an object will sink or float in different liquids. Pretty cool! The problems we will do today do not
require that you calculate the density but rather just ask you to determine if the object will sink
or float when placed in water! Now, are you ready for a brain stumper for density? Alright! If I
take this rock, do you think it will sink or float? Well, lets see. It sank! Now, here is the brain
stumper: if I break this rock in half, will it still sink or will it float? The teacher will hear answers
from the class. The most likely response is that it will float because it is a smaller amount of
rock. Thats a great thought- lets see! The teacher will break the rock and drop the 2 pieces in.
The pieces will still sink. Why is it still sinking? I have less rock now, right? What is happening
this time? The teacher will hear thoughts from the class. I think you all are right! What makes
the rock sink is because the mass is more than the volume. When I cut the rock in half, I have less
mass but also less volume. The density of an object does not change no matter how much of it I
measure. This means that if I took a boulder of this rock and dropped it in the ocean, it would
still sink just as if I used a tiny piece of it here in our classroom. Crazy, right?
The teacher will lead the class in the density experiment to show that density is not
restricted to solid objects in water that sink or float. Before we move on with density, I want to
show you guys that density effects everything. Remember what we said at the beginning of this
lesson? The atoms in matter are arranged such that all atoms have density. Did we say the
atoms in solids? No The atoms in matter. This means that liquids and gases also have a
density, right? Because what are the states of matter class? Right- solid, liquid, and gas! We are
going to do an experiment to explore this idea that liquids have a density. I want one person from
your table to go to the back of the room and get a tray. The teacher will have prepared 1 tray for
each group of 4 people. Each tray will have 4 clear plastic cups- 1 empty, 1 with vegetable oil,
one with water, and 1 with syrup- as well as a spoon. When you get your tray, sit back down
quietly. Everyone, look at the cup with a 1 on it. Can someone tell me what is in this cup? Rightwater! This is just normal water from the sink. And the cup with a 2? Right- this is vegetable oil.
This is what your mom might use when she cooks- it goes into a lot of cakes and cookies! And
the cup with a 3? Right- syrup. I want one person from each group to pour the water in to the
empty cup. Easy enough! What do you think will happen when we pour the oil in to the cup with
the water? Hmmmm I dont know! Lets see! Have someone else from your group pour the oil in.
Woah! The oil is sitting on top of the water! Did you expect this to happen? Using what we have
learned about density, what is going on? Turn and talk with your group. The teacher will give
students time to think then will call on groups to share. Right class- the oil has a smaller density
than the water! Awesome! Now, take your spoon and mix the oil and water together. Keep
stirring! Now stop! What do you notice? Right- the oil eventually settles back on top of the water.
This tells us. What? Yes- that the density of the oil and the water are so different that they can
never mix- they have to separate! Before we pour in the syrup, what do you think will happen?
Many students will most likely predict that the syrup will sit on top of the oil. Lets see- pour it
in! Hmmm how curious! The syrup went straight through the oil and the water! Crazy! Which

layer is the most dense? The most dense layer is the layer at the bottom. Right- the syrup! So are
the molecules here closely packed together or loosely packed? Right again- tight! And which
layer is the least dense? The least dense layer will be the layer on top. Right the oil. Now, which
is more dense, the water or the oil? Right again! The water! Yall are so smart! Keep this
experiment in mind as we continue to learn. Many of the examples we will use in class involved
objects sinking or floating but I want to be certain that you guys understand that density is not
restricted to objects sinking and floating. I want one person to carry the tray back to the counter
then return quietly to your seats. As you clean up, I will pass out a note taking sheet for density.
The teacher will use the PowerPoint to explain to the class how they can use a simple
chart to determine whether an object will sink or float. Remember our song from earlier?
Awesome! Lets look to the PowerPoint together. The first part requires you to fill in the song.
Fill in the words to see if you really remember it! Lets review it together one more time before
moving on! Awesome! Now, the first line of the chart- can someone read that for me? Right- we
have a ball that has a mass of 30g and a volume of 250 ml. I want us to fill in the charts we see
for density with greater than/less than signs. So, for this one, which is greater, the mass or the
volume? Right! The volume! So the mouth of our sign will face? Right- the volume. This makes it
really easy to read this like a sentence The ball has a mass of 30g which is less than its volume
of 250 mL. Awesome! So will our ball sink or float? Right- float! Great job! Lets look at this one
now- a brick with a mass of 1kg and a volume of 200 mL. Hmmm this one is a challenge! Think
back when we learned about mass- what did I say 1kg was the same as? Right- 1000 g. So in
reality, which is bigger here, the mass or the volume? Correct- the mass! So the mouth of our
sign will face the mass! Can anyone read what our sentence reads as? Great- The brick has a
mass of 1kg which is greater than its volume of 200ml. So will our brick sink or float?
Awesome! Sink!
The teacher will pull up the PowerPoint for labeling and illustrating density. The students
will continue taking notes on their copy of the density note taking guide, filling in along with the
PowerPoint. Now we are going to learn how to label, illustrate, and determine density in
diagrams. Look up here at the board. Here I have a diagram of a boat in water. We are going to
draw in the molecules. What is a molecule? Think back to when we learned about atoms! A
molecule is a collection of atoms! Look at the boat and water. Which one has a greater density?
This is tricky! The water has a greater density than the boat. The boat is floating right? If the
boat had a greater density then it would be at the bottom of the water! What we are going to do
is draw in what the molecules look like. If something is more dense, would the molecules be
close together or far apart? Right- close together! The closer together they are, the more
molecules we can pack in the same amount of space! So, underneath the boat we will draw dense
molecules like this. The teacher will draw dense molecules under the boat. Draw it just like this
in your notes! Now look at the boat. The boat is less dense, correct? Therefore, the molecules in
the boat are further apart than in the water. Lets draw that in. The last step is labeling the
picture. We need to label that the water is more dense and the boat is less dense. When your
paper looks like my picture on the board, raise your pencil and I will come check it. Awesome!
Look at what is next on your paper, the steps for labeling a picture like this! This is important
because you will be doing it on your own at the end of the day! Lets go through the steps again.
First, determine which is more dense of the two. Then draw in the molecules. More dense
molecules are close together while less dense molecules are further apart. Last, label which is
less dense and which is more dense. Everyone understand? Any questions? Awesome job! Now
we are going to label 1 more diagram as a class before trying with our partners. The teacher will

show the diagram of a rock at the bottom of water. Look here class. What is going on? The rock
sank, correct. So the rock is more dense or less dense than the water? Right- more dense! What
will the molecules in the rock look like compared to the water? Right- they will be closer
together in the rock than the water because it is more dense. Great! Now we are going to
complete some more with our groups. (Transition to practice)
Opportunity for Practice:
The students will receive a copy of the practice worksheet. This will be completed in pairs. I am
passing out our next activity. You will do this with the partner at your table. When you get the
paper, write your name and your partners name at the top and raise your pencil in the air.
Everyone look at the first problem. There is a blank square right? With maybe some water drawn
in it? But look at the sentence to the right. It says a ball has a mass of 74g and a volume of 800
ml. Will the ball float or sink? FLOAT! So draw the ball floating in the water. Once you have
done that, draw in the molecules for the ball and water like we did on the board. Lastly, label
which is more and less dense. You will do this for each problem. If you have any questions, raise
your hand and I will help you. As you work, I will be calling small groups to come meet me at
the board. I have a flipchart that you will work through to review what we have learned! It is
very easy to use and walk through. Any questions about that? Great- you may get started! Once
all students have finished the practice, the teacher will go through each one with the class, having
the students make corrections to mistakes they made.
Assessment:
The teacher will administer the assessment to be completed individually. Here is our last thing
for today. When you get your paper, put your heading on the top! Lets look at this together. The
first several questions ask you to draw in the molecules for density and label, just like we have
been doing. The next several questions are in the chart. Lets look at the chart together. The first
column is the name of the object. The next column is the objects mass. The column after that is
the objects volume. The last column is where you will write sink or float. Look at the last ones in
the chart. The mass is there but not the volume. If we know that it has to sink, the volume has to
be more than or less than the mass? You do not have to get the number correct, it just has to
make sense such that the object will sink or float like it should. The last questions ask about your
understanding of density. When you finish, bring it to me! Any questions?
Closure:
The teacher will pass out the matchbooks again to each student. Can someone remind me what
we have been doing? Oh right- density! On that last flap- what do you think you will write?
Correct! Density! Underneath, I want you to write the definition of density in your own words.
Remember- this is all for you! After the definition, I want you to write either the song I taught
you or whatever else you use to remember how to determine density. When you are finished,
bring it to me. I will pass them back out next time so you can use it to study! Great job!
Materials and Resources:
Coke can spray-painted gold
Diet coke can spray-painted gold
Large density tank
Density song lyrics

Density song motions

Easily breakable rock
Choice board
Matchbook from lesson 2
Density note taking guide
https://www.youtube.com/watch?v=n-pQf71TI-w
o Engagement video
Clear plastic cups
Vegetable oil
Water
Syrup
Spoons
Trays
Matter Promethean Flipchart
Density cubes

Differentiation Strategies (including plans for individual learners):

Just as in previous lessons, the choice board will be used for students that show proficiency
before the lesson even begins. The choice board will again be offered to students that complete
their work quickly as well as for gifted learners. Students will be focused on the first 4 rows of
the choice board. For students that score in the red group and are in need of remediation, hands
on demonstrations will take place to show the spread of molecules in more dense v. less dense
objects. This will allow students to see first-hand what makes an object float or sink.

Samford University
Design for Learning