Resource 10.

SAMPLE
LESSON PLAN 5E

SUBJECT SCIENCE CLA

SS
DATE / DAY TIM
E
THEME Physical Science TOP 7. Density
IC
CONTENT 7.1 Objects or materials which are more or less dense than water
STANDARD
LEARNI 7.1.4 Explain the result of observations about object or materials which are more or less dense
NG through written or verbal forms, sketches or ICT in a creative way.
STANDA
RD
LEARNI By the end of this lesson, students are able to:
NG ● Apply the knowledge on density by carrying out projects or activities.
OBJECT
IVE
SUCCESS ● able to communicate about the applications of density in life in a creative and
CRITERIA innovative way.

PRIOR ● CPs know the concept of float and sink, mass and volume
KNOWLEDGE
TEACHING AIDS ● laptop, smartphone, internet, video on arrangement of molecules, activity sheet, container
(plastic cup with cover), plasticine, transparent water tub, wooden block, needle,

CROSS- Environmental Sustainability Awareness, Noble Values, Science and Technology

CURRICULAR
ELEMENTS (CCE)
HOTS / i-THINK Creating

ASSESSME Verbal Assessment

NT & Formative Assessment (Workbook)
EVALUATI
ON

SCIENTIFIC SKILLS Observing, Predicting, Communicating, experimenting

THINKING SKILLS Attributing, Making Conclusions, Making Hypothesis, Relating

SCIENTIFIC ● Interest and curiosity towards the environment
ATTITUDES AND ● Cooperative
NOBLE VALUES ● Diligent and persevere when carrying out a task
● Realising that science is a means to understand nature.
 CONTENT TEACHING AND LEARNING NOTES
ACTIVITIES
1. Students are introduced to a
Engagement few objects which are able to
(15 minutes) float or sink in the water like
boats, logs, stones, life
jackets and so on.

Possible answers from 2. Students are then asked to

students are: objects float explain (in their own words)
because they are light why some objects float whilst
and objects sink because some sink in the water.
they are heavy; which is Teacher poses questions
not true. Thus, teacher like:
corrects students’
misconceptions through i. Do you think a log will
activities below: float / sink in the water?

a. Activity 1 ii. Why does it float / sink?

2”x4”x6”
wooden
transparent water tub
block iii.Do heavy object sink and
water needle light object float?
Diagram 1
3. Teacher arouses students’
curiosity with a
- Needle is more dense demonstration as shown in
than water, that is why it Diagram 1. One student is
sinks. selected and asked to put a
- Wooden block is less needle and a 2”x4”x6”
dense than water, thus it wooden block into a water
floats. tub (lighter needle sinks but
heavier wooden block
floats). Based on the
observation, students are
then asked:

i. In this activity, which object

is ‘heavy’ and which
object is ‘light’?

ii. If the wooden block is

‘heavy’, why does it float?

b. Activity 2 4.In a separate demonstration

shown in Activity 2, another
transparent
water tub rock student is selected and
sand
asked to put a grain of sand
water
Diagram 2
grain into a water tub as shown in
Diagram 2. The sand is light
- both sand and rock are yet it is sinking.
more dense than water,
that is why they sink. Teacher poses these
questions:
i. Why do both the sand
grain and the rock sink?
ii. Do you think that the mass
of an object influences its
ability to float or sink?

iii. If not, what is the factor

that determines the ability
of an object to float/sink?
 Exploration a. Activity 3 5. In groups of four, students
(15 minutes)
P Q
plasticine ball
water tub
water
Diagram 3a
- Container P and
Container Q are of the
same size.
- Container P is packed
with more plasticine
balls than Container Q.
- Container P is said to
have more mass per
unit volume compared
to Container Q. Thus
Container P has a
higher density than
Container Q.
- Container P sinks as its
density is higher than
the density of water
and Container Q floats
as its density is less
than the water.
- An important factor in
determining the density
of a material is its mass
for a given volume.
b. Activity 4
are asked to find out factors
that determine an object
floats/sinks by carrying out
Activity 3 and Activity 4 as
shown in Diagram 3a and
Diagram 3b respectively.
a. Activity 3
i. Each group is given a
container filled with 20
pieces of plasticine balls
and labelled as P.
ii.Students are then asked to
put Container P into the
water tub and record their
observations in Activity
Sheet 1. (Container P
sinks)
iii. Students are asked to
predict what would happen
to Container P if 10
plasticine balls are taken
out from it. Students write
their prediction in Activity
Sheet 1.
iv.Then, students are asked
to remove Container P
from the water tub, take
out 10 plasticine balls from
it (and re-labelled as
Container Q as shown in
Diagram 3a), and put it
back into the water tub.
Students record their
observations in Activity
Sheet 1. (Container Q
floats).
v. Teacher asks:
i. What happened to
Container Q when it
was put into the water
tub?
ii. Why did it float after 10
plasticine balls were
taken out from it? (Less
number of plasticine
balls are in it).
iii. What aspect has
changed in Container
Q? (Mass per unit
volume)
Explanation -In both activities,
(10 minutes) plasticine balls represent
the mass of the particles
contained in the objects.
- If the same number of
particles contained (same
amount of mass) in a
larger volume, this will lead
to lower mass per unit
volume, thus lower density.
- From the activities above,
we may conclude that
density is a measure of
mass per unit of volume.
-The density of
substance is the
relationship between the
mass of the substance and
how much space it takes
up (volume).
- In all cases, density
determines whether an
object floats or sinks in a
liquid.
- Water has the density of
1g/ml. Any object has a
density greater than 1g/ml,
will sink in water and
anything has a density
lesser than 1g/ml will float
on water.
Elaboration
(15
minutes)
6. Teacher asks:
i. In both activities, what do
plasticine balls represent?
ii. In Activity 3, how do you
make Container Q sinks
without adding more
plasticine balls into it?
(decrease the size/volume
of the container).
iii. In Activity 4, how do you
make Container S sinks?
(adding more plasticine
a -The density of an
balls into it or decrease
object is
the size/volume of the
influenced by its
container).
mass and
volume. By
iv. So, what are the two knowing the mass
aspects that influence and the volume of
density? (mass and a given object, we
volume) can calculate its
7.Teacher explains to students density by using
that object floats or sinks, is this formula;
determined by its density Density (g/cm3)
compared to the density of mass( g)
the liquid. =( ¿
volume (cm3)
Students are then introduced
to the formula used to
calculate density.
8. Teacher asks:
i. Now, can you explain why
a needle sinks and a
wooden block floats in
water?
9.Based on this new
understanding, in groups of
four, students are led to give
examples on the application
of density in daily life.
Students are asked to list
down as many examples as
possible.
10.Teacher selects one
example that can be
investigated as a class
activity (or as a group project
/ class competition).
Students may be challenged
to create various layers of
 liquid such as shown in
Diagram 4a and 4b:

Presentatio
a. ‘Teh C Peng’ Competition. n (ICT) /
● Students in groups are verbally
asked to make layered
‘Teh C Peng’.

● The group that creates

the most number of visible
layers of ‘Teh C Peng’ is
the winner.

b. Who makes the most

Diagram 4a colourful ‘rainbow’?
● Students in groups are ICT /
asked to make layering Sketches /
liquids using water, verbally
honey, cooking oil,
coloured salt solutions,
soda, etc.

● The group that creates

the most number of
Diagram 4b
beautiful layers of
‘rainbow’ is the winner.

11. During the presentation of

the projects, students are
asked to:
i. state the number of layers Presentatio
formed n (ICT) /
ii. explain how to make the verbally
layering ‘Teh C Peng’
Evaluation and ‘Rainbow’. (Students
(5 minutes) state the materials used
for each layer)
iii. explain why the layers
do not mix. (from the
aspect of density)

Answers are written in Activity

Sheet 1.

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