Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48932
Determining the density of regular and irregular objects
This MEA provides students with opportunities to practice solving one-step equations while learning about density. Students will calculate density of
regular and irregular objects.
Subject(s): Mathematics, English Language Arts, Science
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Computers for Students,
Internet Connection, Basic Calculators, Microsoft Office
Instructional Time: 2 Hour(s)
Freely Available: Yes
Keywords: Density, Density of regular objects, Density of irregular objects one step-equation, Density formula,
Mass, Volume
Resource Collection: STEM Lessons - Model Eliciting Activity
ATTACHMENTS
DataSet1MEAdensity.docx
LESSON CONTENT
Lesson Plan Template: Model Eliciting Activity (MEA)
Formative Assessment
Venn diagram.docx
Teacher will ask student to generate a Venn diagram to compare and contrast mass vs. weight.
Teacher will ensure that students know the difference between mass and weight by asking probing questions such as:
What is mass? (a measure of how much matter is in an object)
What is weight? (heaviness, or the downward force caused by gravity on an object)
How are they different from each other? (mass is the amount of matter in the material while weight is a measure of how the force of gravity acts upon that
mass; mass does not change when location changes and weight does- for example, a persons weight on the moon vs on earth)
How are they similar? (they are both general properties of matter; they are both not affected by volume; they can both be measured)
Teacher should ensure that students can solve 1-step equations by writing a simple equation on the board. For example: x+ 3= 5. Ask students: "How do I determine
the value of X?"
Feedback to Students
At the beginning of the lesson, teacher will circulate around the room and check students' Venn diagrams and elaborate on students' misconceptions about mass and
weight.
During the lesson, the teacher will ask the guiding/reflective questions and provide feedback or guidance as needed.
Before beginning part 2 of the lesson, the teacher can grade students' calculations from data set 1 and give feedback.
page 1 of 5 The teacher may share the summative assessment rubrics (e.g., business letter rubric) with students at the beginning of the lesson.
Summative Assessment
Determining density of regular and irregular objects Summative Assessment final.docx
Summative assessments answer key Determining density of regular and irregular objects.docx
Teacher will assess student's learning by asking students to complete a 3-2-1 strategy.
The strategy is as follow:
3 things they learned
2 things they have a question about
1 thing they want the instructor to know
students may use post-its, index cards, notebook paper
Teacher may assign students 2-4 word problems on density requiring them to solve for density and volume.
Additionally, students' calculations for each data set may be assessed for correctness:
Data Set 1 Solution.docx
Data Set 2 Solution.docx
This rubric can be used to assess the business letter writing component: Business Letter Writing Rubric.docx
Learning Objectives
Students will be able to:
Describe density.
Calculate and compare the densities of various materials using the materials masses and volumes.
Classify and compare substances on the basis of characteristic physical properties such as density, electrical conductivity and melting point.
Students will learn the difference between mass and weight.
Students will write a business letter to the client.
Prior Knowledge
SC.5.P.8.3-Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and
magnetic attraction.
Students should be able to solve 1-step equations.
Instructional Suggestions
Part 1 (Days 1 and 2 for 50-minute class periods)
1. Ask students the questions given in the Formative Assessment section and provide a review if needed by leading a class discussion focused on clarifying vocabulary
words such as density, volume, mass and weight. If students need additional practice or clarification, see the Supplemental Reading section for a simulation activity
to explore mass, density, and volume.
2. Students receive client letter 1 (Reading passage 1) and dataset 1.
3. The teacher can ask the Readiness questions and the Readiness/comprehension questions to the class or have students complete them individually on paper. After
students understand the task, they can begin to work on the problem as stated in Reading Passage 1 in teams of approximately 3-4.
4. In teams, students work on the problem and respond to the client with the requested deliverables. Letter templates may be provided as an accommodation (see
Accommodations section for templates).
5. As students are working, the teacher circulates to each team to ask the first set of Guiding/Reflective Questions and address any issues that may arise. Teachers
can provide guidance using the reflective questions to help students determine the important factors and start thinking about how they can present their solution.
6. The teacher will collect student work and provide feedback before Part 2 (see summative assessment).
Part 2 (Day 3 for 50-minute class periods)
1. Students receive the client letter 2 (Reading Passage 2) and dataset 2, along with their work from part 1.
2. Teams test, evaluate, and revise their first procedure as necessary with the second dataset and provide the requested deliverables as specified in the second letter.
The teacher can circulate and ask the Reflection questions 2.
3. If teams finish early, they can begin preparing their presentations.
4. After all of the teams have completed their second letters to the client, the teams will present their results to the rest of the class. Classroom discussion follows.
5. Summative assessment can take place.
Supplemental Reading
Density of Solid Objects
This website provides a series of straightforward simulations for students to explore the concepts of mass, volume, and density.
Guiding/reflective Questions
1. Why do you think that?
2. How do you know if you have an answer to the problem?
3. Would your solution work in a different situation?
4. What are the most important things to consider in your procedure?
5. What are the strengths and weaknesses of each?
6. Do you agree or disagree with your classmates' ideas? Why or why not?
Reading Passage 1
Reading passage 1.docx
Frank's Engineering associates
4590 SW 45th Street
page 2 of 5 Las Carobas, PA 39000
June 10, 2013
Chemical Engineer Team
Dear Colleagues:
We have been contracted to develop a mechanism to help in measuring the density of unknown objects. Our customers would like to maximize electrical conductivity
by finding a metal that is affordable and conducts electricity. Additionally, they would like us to measure the density of the 5 different metals. Keep in mind, they have
already provided us with pertinent information in the attached table. Our task consists of classifying and comparing substances on the basis of certain physical
properties that can be demonstrated or measured such as, mass, melting point, volume, and electrical conductivity. Please provide us with a letter explaining the
procedures that you will use to determine the densities of these metals. Be sure to elaborate on the steps that you will follow to measure density. Rank the metals in
order from least dense to most dense. Moreover, determine whether the objects would sink or float when placed in water. Finally, make recommendations as to
which metal our client should use that will be best suited for electrical wiring and can also sustain high temperature. Bear in mind that our client would like to keep the
cost for wiring to a minimum. Please also provide a rationale for your recommendation.
Thank you in advance for your cooperation,
Amelie D.
Lead Engineer
Readiness Questions
1. What is the problem? (Need to identify an appropriate metal for electrical wiring and determine metal densities.)
2. Who is the client? (Amelie D., Frank’s Engineering Associates) 3. What is the client asking your team to do? (Develop a procedure for choosing the best metal for wiring and determine metal densities.)
4. What things do you need to include in your solution? (Procedure, Density of metals, Ability of metals to float in fresh water)
5. Do you think there is more than one correct answer to what the client is asking? Why or why not? (Yes-answers may vary)
Data Set 1
Data Set 1.docx
Letter Template 1
See Accommodations.
Comprehension/readiness questions
1. Are all categories equally valued? (Likely no-Value will be dependent upon each group's ranking.)
2. If no, how do you determine each categories importance? (Answers may vary­Also dependent upon student’s understanding/ranking of each category.) 3. How would you determine each metal’s density? (density = mass/volume) 4. What determines if an object will float in water? (An object will float if its density is less than the density of the substance it is placed in.)
Reading Passage 2
Reading passage2.docx
Frank’s Engineering & associates 4590 SW 45th Street
Las Carobas, PA 39000
July 10, 2013
Chemical Engineer Team
Dear Colleagues:
Thank you! We received your letter and implemented your recommendations. Our client was quite pleased. We are on our way. However, there have been some
changes in the availability of metals and our client would like us to consider this new information. While copper is no longer available, lead and tungsten are two new
options. Please provide us with another letter explaining the procedures that you will use to determine the densities of these metals. If your original procedure
changed, be sure to specify how, and if it did not change be sure to explain why not. Again, be sure to elaborate on the steps that you will follow to measure density.
Rank the metals in order from least dense to most dense. Moreover, determine whether the objects would sink or float when placed in water. Finally, make
recommendations as to which metal our client should use that will be best suited for electrical wiring and can also sustain high temperature. Bear in mind that our
client would like to keep the cost for wiring to a minimum. Please consider all the factors when making your recommendations and provide a rationale.
Thank you in advance for your corporation,
Amelie D. Lead Engineer
Data Set 2
Data Set 2.docx
Letter Template 2
See Accommodations.
Additional Instructions or Materials
Students will use a calculator to calculate density and volume.
Reflection question 2
1. How might you improve your procedure if you had to repeat this activity?
2. How did you decide/determine/conclude...?
3. What is the connection between...and...?
page 3 of 5 4. What if the opposite were true? Then what?
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Possible accommodations include:
1. Break large amounts of information or instructions into smaller segments (chunking)
2. Utilize mnemonics (songs, cartoons, rhymes, stories, images)
3. Provide examples/models
Use visuals, charts, and models for concept reinforcement
If students need assistance with the writing component, the teacher may use these letter templates as needed for parts 1 and 2:
Letter template 1.docx
Letter template 2.docx
Extensions:
A possible extension of this lesson would be an inquiry based activity that requires students to measure density of regular and irregular objects.
Suggested Technology: Computers for Students, Internet Connection, Basic Calculators, Microsoft Office
Further Recommendations:
Make copies of the following documents before implementation of this resource:
1. Reading passages 1 and 2
2. Data sets 1 and 2
Review one-step equations with students prior to assigning them the word problems. Students should have access to calculators when computing problems related to
density and volume.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.68.WHST.2.4:
MAFS.8.EE.3.7:
Description
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show
which of these possibilities is the case by successively transforming the given equation into simpler forms, until an
equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding
expressions using the distributive property and collecting like terms.
Remarks/Examples:
Fluency Expectations or Examples of Culminating Standards
Students have been working informally with one-variable linear equations since as early as kindergarten. This
important line of development culminates in grade 8 with the solution of general one-variable linear equations,
including cases with infinitely many solutions or no solutions as well as cases requiring algebraic manipulation using
properties of operations. Coefficients and constants in these equations may be any rational numbers.
Examples of Opportunities for In-Depth Focus
This is a culminating standard for solving one-variable linear equations.
Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or
measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling
points, and know that these properties are independent of the amount of the sample.
SC.8.P.8.4:
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.5: Use appropriate tools strategically and, MAFS.K12.MP.6: Attend to
precision.
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