Density as a Property of Matter
7th grade Intro to Life Science
Submitted by Christy Van Horn
Rationale of Lesson
The purpose of doing this lesson is to meet the Wyoming State Science Standards (grades 5-8)
for Concepts and Processes and Science as Inquiry. This lesson will allow students to visualize
the general concept of density, which is required at this grade level.
Objectives of Lesson
Students will be able to identify density as being a physical property of matter. Students will use
the inquiry method to investigate the salinity of water as it relates to density.
Statement of Engagement
There will be a set up of the density lab at the front of the room (for each situation -- two
bottles, each filled with a different saline solution, one bottle inverted on top of the other).
Students can look at them, but not touch. In their science journals they will make a three
column table. The first column will be for Observations, second column for Questions, and the
third column for Inferences. We will have a short discussion before they begin. (The discussion
will center around the students’ observations, questions, and inferences. I will use chart paper
to list 3-5 observations, questions, and inferences. The purpose of this is to spark their curiosity,
tap into their background knowledge, share ideas, and give them a place to start for the lab.
This may look different in each class.)
Minute by Minute Breakdown
This lesson will take approximately 2 blocks to complete, each block being 80 minutes.
Minutes
Day One
5-10
5
20-30
5
10
5-10*
What the Teacher is Doing
What the Student is Doing
Statement of Engagement –
monitoring students. Answering class
questions. Guiding discussion.
Telling students where the materials
are, any safety precautions, and time
line for the lab.
Observing students, making sure they
are on task
Monitoring clean up
Bringing class back together.
Discussing results. Answering
questions. Going over key vocabulary.
Posing the challenge to groups.
Answering questions.
Making and writing observations.
Writing and asking questions. Making
and writing inferences.
Listening to teacher’s directions, asking
for clarification.
Following lab procedure, writing
observations/data.
Cleaning up lab
Reviewing their results. Listening to
teacher and taking notes.
Listening to the challenge, asking for
clarification if needed.
10-30
Day Two
5-10
5-10
20-30
25-40
5-10
Observing students. Asking students
questions that will elicit thought about
their plan – why they are designing it
the way they are.
Start the challenge by writing a plan
and procedure.
Reviewing previous day and concepts.
Listening, sharing previous day’s
findings.
Listening to teacher’s directions.
Reviewing the challenge. Going over
lab technique.
Observing students. Asking questions
to help them explain and understand
their design plan.
Observing students. Making sure that
students are completing their data
table.
Giving students their reflection
questions.
Reviewing their plan from the previous
day. Setting up their challenge design.
Testing it out.
Completing another group’s challenge.
Filling in their data table. Analyzing
data to determine the correct order of
liquid layers.
Writing their reflection in their journal.
*Second option for the end of Day One (depends on the availability of the video):
5
Showing a video that shows people
Watching and listening to video.
floating on water (salt water, fresh
water)
5
Giving students a question
Writing their answer to the question in
their journal.
10-25
Posing the challenge to groups.
Listening to the challenge, asking for
Answering questions.
clarification if needed.