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Physical Science Grade 5


Unit of Study: Physical Properties of Buoyancy and Relative Density

Second Grading Period Week 1, Tues.-Week 5, Tues. & Wed. CURRICULUM OVERVIEW

Enduring Understandings (Big Idea)

Unit Rationale

Students should design experiments and develop hypotheses to test and discover that objects can be described by more sophisticated physical properties such as buoyancy, weight, density, and solubility. They should use tools of scientific inquiry to measure, estimate, and calculate sizes, volumes, masses, and weights.

Students should also be engaged in the designing and building of objects that require different properties of materials to test their buoyancy in various mediums, such as salt water and fresh water. As students investigate the physical properties of matter they should write clear descriptions of their designs and experiments and organize their findings into tables, charts and graphs. Benchmarks for Science Literacy

During this unit of study, students will be using the scientific method to conduct tests, compare data, and draw conclusions about the physical properties of buoyancy and density. They will focus on the physical properties of objects that allow them to be buoyant in both fresh water and salt water. Students will also describe matter by its physical properties and use the physical properties to predict the density of an object and to determine if an object is buoyant or not.

Students will discuss the tools used in this unit as systems and identify the roles of their parts. They will also design boats and manipulate variables to test their effects on the buoyancy of the boats.

The idea of forces will also be emphasized as students review invisible forces like gravity and compare them to the buoyant force of water or the gravitational force acting on objects on a spring scale.

Essential Questions

Guiding Questions

What are some safety issues we should be aware of when we work with water? (cleaning up spills immediately so someone does not fall) (5.1A)

What does it mean for an object to be buoyant? (5.5A)

What makes a good hypothesis? (a prediction and a reason why the person thinks the way they are thinking justification) (5.2B)

Why is it important to not waste water? How could we recycle the water that we have used in todays experiment? (5.1B)

If an object floats, what force is working on the object? (3.6C)

Why does repeating an investigation, increase the reliability of our results? (5.2E)

How do you use empirical evidence to identify a strength or weakness in your hypothesis? (5.3A)

How is this spring scale a system? (TEKS Intro.)

What physical property is a spring scale used to measure? (5.2B)

What is the force that acts on the objects so that they are pulled down for the scale to record a weight? (the force of gravity) (3.6C)

What is the relationship between an object's weight and the objects ability to float or sink? Do all large objects float or sink? Do all small objects float or sink? Why or why not? ( 5.2D, 5.2F, 5.3A)

How did you organize, examine, and evaluate the information you collected? (5.2G)

How does one use a spring scale to collect, record, and analyze information regarding weight (the force of gravity)? (5.4A)

Does changing an object's size (physical property) affect its weight on a spring scale? How do you know? (5.2D)

Does changing an object's shape (physical property) affect its weight on a spring scale? Why or why not? (5.2D)

What physical properties make a boat buoyant? (5.2D, 5.5A)

How has displaying our class data in a chart helped us to draw conclusions about our investigation? (5.2G)

How does the design of an object affect the buoyancy of an object? (5.2D)

What are the physical properties of objects that we have studied and tested that affect the buoyancy of an object? (5.5A)

How did the objects that we used to measure, differ in their physical properties? (5.2D, 5.5A)

If the water level rises higher for larger objects that sink, than it does for smaller objects, what conclusion can be drawn regarding the differences in the volume of the objects? (The larger objects have a larger volume than the smaller ones) (5.2F)

What physical property changes as objects are placed in water and taken out of water? What physical properties stay the same as objects are placed in water and taken out of the water? (5.5A)

What is the force that allows the cylinders to weigh less in the water? (3.6C)

How does freezing a certain volume of water change the physical properties of water? (5.5A, 5.5C)

What is the freezing point of water? (0C) (5.5B)

How did the salt change when it was added to the water? Why do you think it did? How did the state of matter of the saltwater change when it was left over night? (The saltwater changed from a liquid to a gas and left the salt crystals behind as a solid) (3.6A [heat/thermal energy influence], 5.2C)

What kind of energy caused the water and salt to be separated by the process of evaporation? (5.6A)

What conclusions can you make regarding how adding salt to water affects the buoyancy of an object? (5.2F)id that? (5.5D)

How does a hydrometer work? Describe what you observed. (2.5D, TEKS Intro.)

What do you think a hydrometer is used for in the real world? (5.3D)

Which tests should be used to predict the buoyancy of an object? (5.2A)

How did you use empirical evidence, logical reasoning, and experimental and observational testing to support your conclusions? Explain. (5.3A)

How did you design your investigation so that it tested the effect of buoyant force on an object? Explain. (5.6D)

How do we measure the mass or the weight of an object? (5.4A)

What happens to the liquids in a density column that are less dense than the other liquids? (5.2C, 5.5A)

Based on the density column, which liquid has the most density? The least density? (5.2C)

What does the density of a liquid tell you about the particles that make up that liquid? (5.2D)

Why do we need an equal volume of the liquids to compare them fairly? (5.2A, 5.2C)

What does the volume of an object tell you about the buoyancy of the object? ((Nothing an object can still be large and buoyant or small and sink) What does the physical property of volume tell you about the mass of an object? ( the larger the volume, the greater the mass) (5.2D)

How does weight (a physical property) change for an object if it is partially in the water or fully submerged? Explain. (5.2F, 5.5A)

How can the property of buoyancy and water displacement be used to find the volume of an object? (5.2D)

What are physical properties of salt, water, and saltwater? (5.5A) Which has more weight; water, salt, or saltwater? Why? (5.2D, 5.5A)

What are some ways to measure so that you conserve materials and not make messes? (5.1B)

How does salt water affect buoyancy of an object? (5.5A)

How are the physical properties of the salt water and the fresh water alike? Different? (5.5A)

What do you think a hydrometer is used for in the real world? (5.3D)

How does the buoyant force work with the hydrometer when placed in a liquid? (2.5D)

What is the difference between the two physical properties of mass and weight? (5.2D, 5.5A)

How does the hydrometer work to tell you the different densities of the liquids? (5.2C, 5.4A)

What is the importance of keeping the physical property of volume the same for each liquid when comparing the densities of different liquids? (variable) (5.2A)

What are some objects that you have tested that are buoyant? (5.5A)

What are some objects that you have tested that sink in water or are not buoyant? (5.5A)

What are the physical properties of the items that were buoyant or floated in the basin? (5.5A)

What are the physical properties of all the objects that were not buoyant or sank in the basin? (5.5A)

What are the physical properties of this spring scale? (5.5A)

What would happen if parts were removed from the spring scale? (5.2D)

What physical property of the scale allows it to measure various objects (the spring in the scale is very flexible, etc.) (5.5A)

What would happen to the spring scale if one of the pieces were missing? (5.2D)

What is the importance of calibration? (5.2D)

Does an objects physical property of size determine its physical property of weight? (5.2D)

Why is calculating the median, mode, and or average of the class data important?

Does this strategy take into account all of the data collected? (5.2F)

What are some common physical properties of the objects that weigh the most? (5.2D)

What are some common physical properties of the objects that weigh the least? (5.2D)

Why is it important for your group to measure each item more than once? (5.2E)

Which physical properties changed as the boats were tested? (design, size, shape) (5.2C)

Which physical properties stayed the same as the boats were tested? (color, weight, amount of clay used) (5.2C)

Which shapes and boat designs floated and were the most buoyant? Why? (5.3A, 5.5A)

Which shapes and boat designs did not float or were not buoyant? Why? (5.3A, 5.5A)

What types of physical properties make a boat less buoyant? (5.2D, 5.5A)

Does changing the shape of an object affect an objects buoyancy? Why or why not? (5.2D)

What variable did you test to investigate an object's ability to be buoyant? (5.2A)

What are the physical properties of the boats that held the most marbles and remained buoyant?

(5.5A)

What are the physical properties of the boat that held the least amount of marbles and were buoyant? (5.5A)

What physical property of the boat had to be changed to hold more marbles and still be buoyant? (5.2C, 5.5A)

What is relationship between the buoyant force and the physical property of size of the boat? (5.2D)

What is the relationship between the buoyant force and the amount of marbles that a boat can hold before it sinks? (5.2D)

What is the name of the force of the water that pushes up on the boat? (3.6B)

How does the buoyant force change as more weight is added to a boat? (5.2C)

Which way does the buoyant force push the boat before the marbles are added? (in an upward direction) (5.2C)

How can you analyze and use data from previous investigations with clay boats and apply what you learned to a new type of boat? (foil boats). (5.3A)

What was the difference in the buoyant forces that acted on the different sized bobbers? (5.2C,

5.2D)

What are some reasons (physical properties) that make the bobbers are so buoyant? (5.2D, 5.5A)

What physical property of an object can be measured simply by placing it in What does the volume of an object tell you about the buoyancy of the object? ((Nothing an object can still be large and buoyant or small and sink) What does the physical property of volume tell you about the mass of an object? ( the larger the volume, the greater the mass) (5.2D)

What are some of the observations your team made when each object was held under the water in the cylinder? (5.2C)

According to your data, do objects weigh less when they are partially submerged or fully submerged? (5.2D)

Why do each of the cylinders lose about the same amount of weight when they are submerged in the water? (because they have the same volume (property) (5.2D) Why is important to use same volume of water as the solid cylinders? (variable) (5.2A)

What does buoyancy have to do with the physical property of weight? (If an object weighs more than the same amount of water, then that object will overcome the buoyant force and sink; if an object weighs less than the same amount of water, then that object will be buoyant and float). (5.2F)

How can we use the weight of water to predict if a solid cylinder, or any object will sink or float? (Have students think about what they did in this experiment - you need to compare the same volume of water as the volume of the object). (5.2D)

What are some physical properties of the saltwater mixture? Did all of the salt dissolve in the water? What happens in a container of water if too much salt is added to it? (5.5A, 5.5C, 5.5D)

Based on your observations of the weights, will salt be buoyant or not, in water? Why? Will saltwater be buoyant or not, in freshwater? Why? (5.2D, 5.5A)

What observations did you make about objects that were buoyant in saltwater and not in freshwater? (5.2C)

What are the physical properties of the items that were the most buoyant in salt water? What are the physical properties of the objects that were not buoyant in salt water? (5.5A)

What changed in our investigation, the physical properties of the objects measured, or the water used? Why? (The water because we added salt to it). (5.2D)

What are is role of the parts of a hydrometer system? (2.5D, TEKS Intro.)

When the hydrometer was placed in the saltwater, was it less buoyant or more buoyant than in the freshwater? (5.2C,5.5A)

How is a ship's Plimsoll mark like the hydrometer that you constructed? (5.3D)

Which object is the most buoyant in fresh water? In salt water? (5.2C)

Which object has the most density, the small cylinder or the large cylinder? How can you tell? (5.2C, 5.5A)

What was the difference in buoyancy between the two mystery objects? What is the difference in the buoyant force between the two tanks of water? How do you know? (5.2D)

What is the difference in the density of the two mystery objects in freshwater? In salt water? (5.2C)

What is the difference in density between the two tanks of water? How can you tell? What instrument could help you? (5.2C, 5.2D)

Why is the bead behaving differently in each of the cylinders? (5.2C, D)

Describe the difference in buoyant forces that you observed in the two cylinders. (5.2C, 5.2D)

What are some procedures you need to follow to calibrate a triple beam balance? (5.4A)

How is the triple beam balance a system with parts that work together? TEKS Intro., 2.5D)

What would happen if you removed one of the arms? The pan? (TEKS Intro, 2.5D)

How does the mass of the objects compare to the volume of each of the small, medium, and large sets of the objects? (The greater the volume of the object, the more mass the object has). (5.2D)

Why is the physical property of size not a good predictor of the buoyancy of an object? (5.2F)

What type of math do you need to use to get the mass of an item on a triple beam balance? (addition) What units are you using to measure? (5.2F)

How is the way that particles are packed in an object, a good indicator of an objects density? (5.2D)

What happens to the buoyant force if an object has a greater density than water? Less density than water? (5.2D)

Why do we need an equal volume of the liquids to compare these liquids? (5.2D)

Since we used equal volumes of liquid, which liquid do you think has the greatest mass? (5.2B)

In which of the three liquids we tested do you think the particles are packed the tightest together? (5.2D)

What is a density column and what does it show you? (5.2C)

What happens to liquids in the density column that have a greater density than the other liquids? (5.2C, 5.5A)

What are safe and wise choices we should use for working at and rotating through stations? ( we should leave the station clean; pay attention to labels on containers; we should notify the teacher of all spills, lack of supplies, or unsafe practices and misbehavior for that station) (5.1B)

How are the eggs floating at different levels in the eggs-periment puzzle? Is the density of the eggs different or is the density of the water in the container different? (All the eggs are raw and their density is the same. The density of the water in the containers is different because there is all fresh water in one jar, fresh water and salt water in another jar, and all salt water in the last jar.) (5.2D, 5.5A)

In the wave in a bottle experiment, how does the density of the solid objects compare to the density of the liquids? How can you tell? (5.2D, 5.2F, 5.5A)

How do water, oil, and food coloring react when they are added to the same container? Why? (5.2C, 5.2D )

How does the amount of sugar a soda has relate to the density of the soda? (5.2D)

TEKS (Standards)

TEKS Specificity - Intended Outcome

Concepts

Matter and Energy. TEKS 5.5 the student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:

(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electrical energy.

(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand;

(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.

Force, Motion, and Energy. TEKS 5.6 The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy

(D) design an experiment that tests the effect of force on an object.

I CAN statements highlighted in yellow should be displayed for students.

I can

Classify matter based on physical properties including mass, weight, physical state, relative density (floating, sinking, buoyancy) and thermal energy. (5.5A)

Demonstrate that some mixtures maintain the physical properties of their ingredients. (5.5C)

Identify changes that can occur in the physical properties of the ingredients of solutions. (5.5D)

Explore the uses of energy including thermal/heat energy. (5.6A)

Design an experiment that tests the effect of force on an object. (5.6D)

Skills

Scientific Investigation and Reasoning.

5.1 The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices and the use of the safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

(B) make informed choices in the conservation, disposal, and recycling of materials.

I Can

Demonstrate safe practices and the use of the Texas Safety Standards during classroom and outdoor investigations. (5.1A)

Make informed choices in the conservation, disposal, and recycling of materials (5.1B)


5.2 The student uses scientific methods during laboratory and outdoor investigations. The student is expected to:

(A) describe, plan, and implement simple experimental investigations testing one variable.

(B) ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology;

(C) collect information by detailed observations and accurate measuring

(D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence;

(E) demonstrate that repeated investigations may increase the reliability of results;

(F) communicate valid conclusions in both written and verbal forms; and

(G) construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information


5.3 The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

(B) evaluate the accuracy of the information examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

(D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

Describe, plan, and implement investigations testing one variable (5.2A)

Ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology (5.2B)

Collect information by detailed observations and accurate measuring (5.2C)

Analyze and interpret information to construct reasonable explanations from direct (observational) and indirect (inferred) evidence (5.2D)

Demonstrate that repeated investigations may increase the reliability of results (5.2E)

Communicate valid conclusions in both written and verbal forms (5.2F)

Construct appropriate graphs, tables, maps, and charts using technology including computers, to organize, examine, and evaluate information (5.2G)

Analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence, as to encourage critical thinking (5.3A)

Evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels (5.3B)

Connect grade-level appropriate science concepts with the history of science (5.3D)


5.4 The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums;

(B) use safety equipment, including safety goggles and gloves.

Collect, record, and analyze information using tools (5.4A)

Use safety equipment, including safety goggles and gloves (5.4B)

ELPS Student Expectations

ELPS Specificity - Intended Outcome

Listening

c2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;

c2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

Speaking

c3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

c3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

Reading

c4D use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text;

Writing

c5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

Students will be provided opportunities to:

c2D listen and monitor teacher and student language and asking for clarification when they do not understand.

c2E use visual and context support such as graphic organizers to confirm understanding of the science concepts for the lesson

c3B expand the science vocabulary including high-frequency words for identifying and describing the science investigation

c3C speak in the small cooperative group using grammatical structures and increasing lengths of sentences.

c4D use pre-reading supports such as graphic organizers, illustrations, and pre-taught science vocabulary.

c5C spell familiar English words with increasing accuracy.

College Readiness Student Expectations

College Readiness - Intended Outcome

Science Standards

IA Nature of Science: Scientific Ways of Learning and Thinking

4. Rely on reproducible observation of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.

IB Scientific Inquiry

1. Design and conduct scientific investigations in which hypotheses are formulated and tested.

IC Collaborative and safe working practices

1. Collaborate on joint projects.

2. Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.


IA4a Know how to keep and have experience in keeping a journal or other

record that accurately describes observations; that distinguishes actual

observations from ideas, speculations, and opinions about what was

observed; and that is understandable weeks or months later.

IB1a Develop inferences that lead to if/then predictions and know

that hypotheses leading to accurate predictions are tentatively

accepted, while hypotheses that lead to inaccurate prediction are

rejected or discarded.

IC1a Work in teams and share responsibilities acknowledging, encouraging, and valuing contributions of all team members.

IC2a Demonstrate safe laboratory practices.

Evidence of Learning (Summative Assessment)

During classroom and field investigations (CN), students will use safety measures the physical properties of buoyancy and density (B), with at least 100% accuracy (CR).

During classroom and field investigations (CN), students will use inquiry and scientific methods to explore the physical properties of objects and their ability to float or sink (B), with at least 80% accuracy (CR).

During classroom and field investigations (CN), students will observe, measure, and record the differences in the buoyant force on different sized objects (B), with at least 80% accuracy (CR).

During classroom and field investigations (CN), students will record their information in their journals using detailed drawings, labeled illustrations, important vocabulary words, detailed explanations (B), with at least 80% accuracy (CR).

During classroom and field investigations (CN), students will work in stations to complete various investigations and then they will present findings and conclusions to the teacher and to the class, (B), with at least 80% accuracy (CR).

During classroom and field investigations (CN), students will demonstrate that repeated investigations produce more reliable results, (B), with at least 80% accuracy (CR).

During classroom and field investigations (CN), students will share and present findings and conclusions to the teacher and to the class about how various physical properties affect the buoyancy of objects including size design, shape, displacement, and volume, (B), with at least 80% accuracy (CR).

During classroom and field investigations (CN), students will use scientific evidence to analyze, review, and critique scientific explanations about the physical property of density of various objects and liquids, (B), with at least 80% accuracy (CR).

During classroom and field investigations (CN), students will describe and demonstrate the buoyancy of various objects in fresh water and salt water (B), with at least 80% accuracy (CR).

During classroom and field investigations (CN), students will use scientific tools such as balances, spring scales, hydrometers, and rulers, to conduct investigations that compare the buoyancy and density of various objects, (B), with at least 80% accuracy (CR).


Unit of Study: Exploring the Physical Properties of Buoyancy and Relative Density

Second Grading Period Week 1-Tuesday CURRICULUM GUIDE

Guiding Questions

Essential Pre-requisite Skills

What makes a good hypothesis? (a prediction and a reason why the person thinks the way they are thinking justification) (5.2B)

What are some safety issues we should be aware of when we work with water? (cleaning up spills immediately so someone does not fall) (5.1A)

Why is it important to not waste water? How could we recycle the water that we have used in todays experiment? (5.1B)

What does it mean for an object to be buoyant? (5.5A)

If an object floats, what force is working on the object? (3.6C)

What are some objects that you have tested that are buoyant? (5.5A)

What are some objects that you have tested that sink in water or are not buoyant? (5.5A)

Students will be able to demonstrate safe practices during classroom and outdoor investigations. (4.1A)

Students will be able to make informed decisions in the use and conservation of natural resources and the reusing and recycling of materials (4.1B)

Students will be able to plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology. (4.2A)

Students will be able to collect and record data by observing and measuring, using the metric system and using descriptive words and numerals such as labeled drawings, writing, and concept maps. (4.2B)

Students will be able to construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate information. (4.2C)

Students will be able to analyze data and interpret patterns to construct reasonable explanations that can be observed and measured. (4.2D)

Students will be able to perform repeated investigations to increase the reliability of results. (4.2E)

Students can communicate valid oral and written results supported by data. (4.2F)

Students will be able to analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations so as to use critical thinking. (4.3A)

Students will be able to measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float. (4.5A)

Students will be able to design an investigation to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism. (4.6D)

The Teaching and Learning Plan

Instructional Model & Teacher Directions

The teacher will

So students can

5E Model of Instruction

Use the STC Kit Floating and Sinking: Lesson 1:Pre-Assessment Unit What Do We Know About Floating and Sinking?

and Lesson 2: Making and Testing Predictions about Familiar Objects

Important Teacher Note:

Prepare for this unit by

Reading the following teacher sections before beginning the lesson, Overview and Objectives, Background, Materials, and Preparation.

Gathering the materials for Lesson 1 to use for the Engage activity. Refer to the pages in Lesson 1 Instructions for Preparing Concentrated Salt Water.

Gathering materials and filling the water basins for Lesson 2 to be used by the students during the Explore.

Reminding the students at the beginning of every lesson to follow safety rules and make wise choices in the conservation and disposal of resources when applicable.

The main purpose:

I can develop a good hypothesis and justify my thinking in my hypothesis statements. (5.2B)

I can classify matter and objects based on the physical property of relative density (floating or sinking/buoyancy). (5.5A)

I can make informed choices in the conservation, disposal, and recycling of materials. (5.1B)

I can demonstrate and observe how position and motion can be changed by pushing and pulling (force) objects. (3.6B)

Teacher Information:

Teacher can begin unit by sharing with students that they will be exploring the physical properties of matter in this unit. Physical properties of matter can include mass, magnetism, physical state (solid, liquid, gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal or electrical energy (5.5A). Students will begin this unit by starting with relative density, otherwise referred to as an object's ability to sink or float.

Important Vocabulary to be introduced this unit are:

Relative density-has to do with how closely the particles that make something up are packed together. For example, a liquid, like water has particles that are loosely packed together. That is the nature of water as a liquid. If you drop a solid object into the water like a rock, it will sink. That is because the rock is make up of particles that are much more tightly packed together than the particles of the liquid water, therefore, the rock is denser than the water and it sinks.

Mass-the amount of matter in something measured in grams

Weight-the measure of the force of gravity on an object

Buoyant force-upward force exerted on an object by a fluid (like water), when the object is place in the fluid.

Engage

Procedures 1-3

Teacher engages students by asking them to use the Think-Ink-Pair-Share strategy to answer the following question: What makes objects float or sink? Remind them to take a minute to first, write down their thoughts in their journal before they share with a partner. After sharing with their partner, ask student pairs to report out to the teacher as he/she scribes the students responses on chart paper or overhead transparency. See Figure 1-1 in the Lesson 1 for some possible answers.

Introduce the word Buoyancy as the ability of an object to float on a liquid substance. Today we will be learning about the word buoyancy. Buoyancy is the tendency or ability of an object to float on a liquid. All of the things that you have mentioned about why objects float or sink have to do with buoyancy. If an object is floating it is considered to be buoyant. The buoyancy of an object is affected by the physical properties of weight and the size of that object.

Can water be a force? (yes) In what situations have you seen water act as a force? (in the erosion and deposition of earth materials) In todays lesson we will also learn of water as a buoyant force on objects. The buoyant force is the upward push of water on an object to make it buoyant or float. (Refer to the teacher background information in Lesson 2.) (All objects have a buoyant force, but the buoyant force is not always enough to make the object float.)

Procedures 4-5

Distribute Record Sheet 1-A: Recording Sheet to all students. Show the students the acrylic beads that you will use for your demonstration. You may want to pass them around or walk around the class allowing the students to handle them. Pose the Question: How do you think that these beads will react in the two vials of liquid we have? Have students write a good hypothesis by having them write and fill in their ideas on the back of Record Sheet A-1: I believe that the acrylic beads will ___________ (float/ sink) because _____________ (the beads are heavy, the beads are the same size, the beads are made of plastic, I have seen beads float before, etc.) The idea is to have the students justify their thinking.

Procedure 6 - 7

Perform the demonstration by dropping both beads into the vials at the same time. Ask students to observe the results and record their observations using drawings, labels, and explanations to describe what occurred. Allow them 5-7 minutes to record their observations in detail. Have students describe what happened and whether or not their hypotheses were correct (or not.) Let them know that their conclusion is made by answering questions 1-3, in which they provide logical reasoning about what they observed.

What was the difference in the results of the two beads? (one sank, one floated)

In which basin was the buoyant force strong enough to make the bead float?

Which bead has more buoyant properties?

Let the class know that they will be conducting further investigations to discover the puzzling behavior of the beads and of buoyancy.

Students will use the Think-Ink-Pair-Share strategy to brain storm why objects float or sink.

Students are introduced to the word buoyancy

Students discuss water as a force and relate that force to buoyant force that keeps objects afloat.

Students are posed a question and are to develop a testable hypothesis

Students make observations and draw conclusions about which bead was more buoyant.

Explore

Final Activities 1-2

Distribute a baggy to each student group and allow them about 5 minutes to gather small items from around the room that they would like to test.

Use STC Lesson 2: Making and Testing Predictions about Familiar Objects

Preparation 2 establish rules and procedures to work with water in the classroom. (See Figure 2-2 in STC Lesson 2 for ideas)

What are some safety issues we should be aware of when we work with water? (cleaning up spills immediately so someone does not fall)

Why is it important to not waste water? How could we recycle the water that we have used in todays experiment?

Procedure 2-3

Distribute Record Sheet 2-A and have students work with their groups to make their predictions about their objects FIRST, before ANY materials are distributed. Make sure that students are justifying their thinking about why they think that the objects they have chosen will float or sink.

Procedures 4-5

Students make observations and record their results on the five objects that they have tested.

Allow Materials Managers to return the water and materials back to the distribution center so that students have more space to work.

Students gather more items from around the room that they would like to test.

Students establish safety rules and procedures for working with water and for recycling water after its use.

Students formulate testable hypothesis for all of their objects.

Students measure and record data.

Explain

Reflection


Which objects floated? Which objects did not float?

If an object floats, what force is working on the object to make it float?

Which objects surprised you as your team tested the objects?

Why do you think that you got the results you did?

How have your ideas changed about items that float? How have your ideas changed about items that sink?

What items or ideas do we want to add to our brainstorming list?

What items on our brainstorming list do we want to take off the list or change?

Will the test items dry if we leave them enclosed in the baggy over night? (No) Why or why not? (The items will stay moist and no evaporation will occur if the baggy is closed. Only condensation of water will occur because the water has no where to go in the baggy).

What should we do to allow the objects that we tested to get dry? (We should leave the baggy open or remove the items from the bag)

What will happen to the water left in the baggies if we placed the bag in the freezer? (the water on the items will freeze)

What would happen if we placed the baggy with the items in the Sun? How will adding heat to the bag cause the states of matter of the water to change? (Evaporation of the water in the baggy will occur faster than in the classroom; water will change from a liquid to a gas).

What do you do for students who need additional support?

Provide students with a sample question or problem and have them make a hypothesis that includes their justification

Students can click on a variety of items that float or sink for review at -http://www.bbc.co.uk/schools/digger/5_7entry/8.shtml

What do you do for students who master the learning quickly?

Have students research how boats and ships float in salt water and in freshwater.

Students analyze and interpret the information and draw conclusions about buoyancy and the buoyant force of water.

Journal Writing

Students answer questions in their journal to review how the states of matter change as heat is lost or added to the baggy.

Elaborate

To apply what was taught today, the teacher will ask students to practice making hypotheses at home about objects that float and sink. Have students choose one large object that they think will float and justify their reasoning. Also have them choose one object that they think will sink and justify their reasoning.

Students will make observations and predictions about objects at home that will float or sink and justify their reasoning.

Evaluate

Refer back to the Guiding Questions to assess students' knowledge of the lesson/concepts

The teacher will ask students to respond to the following prompts in their journals:

What does a good hypothesis consist of? (a prediction and a reason why the person thinks the way they are thinking justification)

What are some safety issues we should be aware of when we work with water? (cleaning up spills immediately so someone does not fall)

Why is it important to not waste water? How could we recycle the water that we have used in todays experiment?

What does it mean for an object to be buoyant?

If an object floats, what force is working on the object?

What are some objects that you have tested that are buoyant?

What are some objects that you have tested that sink in water or are not buoyant?

Journal Writing

Students respond to questions about the investigation on buoyancy in their journals using descriptions, appropriate vocabulary and labeled diagrams.

Content Vocabulary:

float

sink

buoyant or buoyancy

buoyant force

flotar

hundir

flotabilidad

fuerza flotante

Academic Vocabulary:

develop

hypothesis

justify

test

record data

draw conclusions

convirtase

hiptesis

justifique

prueba

datos de registro

conclusiones del drenaje

Resources

Materials Needed:

Water basins

2 acrylic beads from the kit for teacher demonstration

Record Sheets 1-A & 2-A

Other Materials of Possible Interest for Teacher:

Chart paper

English Proficiency Standards (ELPS)

Listening



Speaking



Reading


Writing










Formative Mini Assessment

TAKS Benchmarks

College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life

TAKS 2004

30 Which of these would best model how the suns energy warms Earth?

F A pot of water boiling

G A heat lamp keeping food hot

H An oven baking bread

J A spoon getting hot when stirring soup

Answer - G

8th Grade Interim 2005-06

10 A bag of sand is dropped from a helicopter. The bag of sand falls 150 feet. Which statement accurately describes the falling bag of sand?

F Its potential energy decreases as its kinetic energy increases.

G Its potential energy increases as its kinetic energy decreases.

H Its potential energy is unchanged as its kinetic energy decreases.

J Its potential energy is unchanged as its kinetic energy increases.

Answer - F



Second Grading Period Week 1-Wednesday CURRICULUM GUIDE

Guiding Questions


Why does repeating an investigation, increase the reliability of our results? (5.2E)

What are the physical properties of the items that were buoyant or floated in the basin? (5.5A)

What are the physical properties of all the objects that were not buoyant or sank in the basin? (5.5A)

How do you use empirical evidence to identify a strength or weakness in your hypothesis? (5.3A)














The teacher will

So students can


Use the STC Kit Floating and Sinking: Lesson 3: Which Things Float? Which Things Sink?




Gathering all objects for Lesson 3. You may want to store them in baggies since they will be used for many of the future lessons.

Setting up the two equal-arm balances and filling the water basins for Lesson 3 to be used by the students during the Explore.

Measuring out equal clay lumps for each group using the equal-arm balance and 22 paper clips or a combination of cylinders see Preparation 3.


The main purpose:

I can make and test hypotheses about whether or not a variety of objects will sink or float. (5.2B)

I can use scientific evidence to analyze, review, and critique scientific explanations. (5.2D)

I can demonstrate that repeating investigations makes the results more reliable. (5.2E)

I can compare data about the physical properties of objects that float and sink using a chart or graphic organizer to

organize, examine and evaluate my information. (5.2G, 5,5A)

I can use empirical evidence to identify a strength or weakness in my hypothesis. (5.3A)

Engage

Procedures 1-2

The teacher reviews the predict-and-test process that they used the day before.

What is another name for the predict-and-test process that we used during yesterdays investigation?(the Scientific Method)

What is it called when we make a prediction about a question or problem that we are investigating? (hypothesis)What do we do after we have made a prediction? (We set up a test or investigation to test our predictions.)

Today we are going to use 14 new objects to investigate the properties of floating and sinking. You are going to work with your team and use Record Sheet 3-A to record your predictions. What else will we record besides whether the object will sink or float? (the reason why we think the object will sink or float) Why is it important to record the reasons why we think the way we do? (recording your reasons provides a record of your thinking in case we come up with new ideas based on our experiments results)

Introduce the idea of Justification - When you record your reasons, you are justifying why you think the way you do. You cant just say because I said so and think that everyone will agree with you just on your word. People want to see evidence that proves your answer and thinking and this is called justification, or justifying your answers. To justify what you say you need to provide empirical evidence that people can see for themselves. Conducting an experiment gives you results that you can report out to people. This is why scientific research is so important. It provides empirical evidence. Repeating your investigation gives you more reliable results and it also minimizes human error because you are practiced in the techniques you are using.

Allow students about 10 minutes to complete their task. Students should be writing in complete sentences using a prompt similar to I think_______ because _______.

Allow some student groups to share out their predictions for various items.

Which items do you predict will be buoyant? Not buoyant?

Students review the beginning steps of the Scientific Method with the students making a hypothesis and designing an investigation.

Students review with the teacher the importance for justifying and providing reasons for their predictions and they take time to fill in record Sheet 3-A.

Students begin to discuss and think about the word justification when making their hypothesis.

Students predict which items will be buoyant or not.

Explore

Procedure 3 - 4

Materials Managers pick up the groups floating and sink materials.

Students test their predictions and record their results. As groups finish up their testing, have them compare their results with one other group that is done.

Final Activities 1

Have students discuss with their partner/s, 3-4 items with results that surprised them.

What items were things that you thought would sink but they actually floated?

What items were things that you thought would float but actually sank?

Have students make a Venn diagram for the results that they obtained for all the items, similar to the one below:

Students test their predictions and make conclusions about their results.

Students design a chart (Venn diagram) to record their results.

Explain

Final Activities 2

Lead a discussion on the results of their investigation and record the results on chart paper. Use the picture cards found in Appendix A to guide the discussion.

Which items were buoyant and which items were not buoyant? (Ask groups to report out their results. Display a list for the class based on their results. Remember that you may have some groups that have different data for the same item.)

Review your data. Which items are both floaters and sinkers?(polyethylene cylinder and the wooden bead)

Assign various groups to retest those items 1-2 more times for the class to get a final result for that item.

Why does repeating an investigation, increase the reliability of our results?

How many objects reacted differently from what you predicted in your hypothesis? Which objects are these and why do you think that you got different results from what you predicted?

What are the physical properties of the items that were buoyant or floated in the basin?

What are the physical properties of all the objects that were not buoyant or sank in the basin?

As a group, use your empirical evidence to determine ones strength, of one of the hypothesis you have made during this investigation. For example, we thought all of the metal objects would sink and when we tested the objects, all of the metal objects sank to the bottom. Also determine one weakness of your hypothesis. For example, we thought that the wooden bead would sink because it had a hole in it, but it floated.

As a group, use empirical evidence to determine a weakness, of one of the hypotheses you have made during this investigation. For example, we thought that the wooden bead would sink because it had a hole in it and if a boat that is made of wood gets a hole in it, it sinks. Our hypothesis was not correct be cause even though the wooden bead had a hole in it, it still floated in the basin.

Reflection


Set up a station that will allow students to work with a partner to conduct tests on items to check if they sink or float.


Extension

Allow students to fasten together pairs of objects in various ways and test which combinations float or sink t. Have them share their results with the class.

Students will discuss their results and compare their results to the class data that is generated through discussion

Students discuss the importance of multiple trials

Students discuss the physical properties of objects that are buoyant and those that are not

Students review their hypothesis and identify one strength and one weakness based on the data (evidence) of their investigation

Elaborate

Final Activities 3

Ask the class about the following:

Using the physical properties of the objects, which object is the heaviest? Which object is the lightest?

Have the students use the Team Statements strategy to make predictions about the order of the rest of the objects. Record their predictions by posting the cards from lightest to heaviest on the wall or bulletin board. Have students record the class prediction of the objects into their journals so that can use them for reference in Lesson 5.

Students will predict the weight of the objects based on their physical property

Evaluate

Have students make a table, chart, or diagram of which items were buoyant and which items were not buoyant in their journal. Ask them to answer the following questions as well.

Why does repeating an investigation increase the reliability of our results?

What are the physical properties of the items that were buoyant or floated in the basin?

What are the physical properties of all the objects that were not buoyant or sank in the basin?

How do you use empirical evidence to identify a strength or weakness in your hypothesis?


Journal Writing

Students make charts and diagrams and answer questions about the physical properties of buoyancy in their journals about the investigation.

Content Vocabulary:

reliability of results

justify results

physical properties

confiabilidad de resultados

justifique los resultados

caractersticas fsicas


test

predictions

scientific evidence

analyze

review

critique scientific explanations

demonstrate

repeating investigations

results

compare

prueba

prediccin

prueba cientfica

analice

revisin

investigaciones cientficas de la crtica

demuestre

repeticin de investigaciones

resultados

compare

Resources

Materials Needed:



Listening



Speaking



Reading


Writing











TAKS Benchmarks



5th grade TAKS 2006

27 A teaspoon of clean, dry sand is added to a cup

of warm saltwater. What is most likely to happen after the mixture is stirred and then placed on a table for five minutes?

A The amount of water will increase.

B The salt will float to the top.

C The sand will settle to the bottom.

D The cup will heat up.

Answer - C

29 In the illustration above, blocks are placed in water which has a density of 1.00 g/cm3. Based on your understanding of science and the information in the chart above, which of the blocks has the greatest density?

A Block 1

B Block 2

C Block 3

D Block 4

Answer - D



Second Grading Period Week 1-Thursday CURRICULUM GUIDE

Guiding Questions


What are the physical properties of this spring scale? (5.5A)

How is this spring scale a system? (TEKS Intro.)

What would happen if parts were removed from the spring scale? (5.2D)

What physical property of the scale allows it to measure various objects (the spring in the scale is very flexible, etc.) (5.5A)

What physical property is a spring scale used to measure? (5.2B)

What would happen to the spring scale if one of the pieces were missing? (5.2D)

What is the importance of calibration? (5.2D)

What is the force that acts on the objects so that they are pulled down for the scale to record a weight? (the force of gravity) (3.6C)

How does one use a spring scale to collect, record, and analyze information regarding weight (the force of gravity)? (5.4A)














The teacher will

So students can


Use the STC Kit Floating and Sinking: Lesson 4: Measuring Weight With a Spring Scale




Gathering all objects for Lesson 4. Bag 30 jumbo paper clips for each pair of students.


The main purpose:

I can calibrate and use a spring scale to collect, record, and analyze information about the physical property of

weight (or the force of gravity that pulls on an object). (5.4A)

I can discuss the physical properties of a spring scale and describe it as a system. (5.5A)

I can describe gravity as the force that makes a spring scale work (3.6C)

I can identify the spring scale as a system and identify the role of the parts in the system. (TEKS Intro.)

Engage

Procedures 1

Facilitate class discussion on the classs predictions of the objects weight.

Lets look at our predictions from Lesson 3 of the objects from lightest to heaviest. We are going to separate into sections based on how well you agree with the classes predictions.

Have students do a Line Up Strategy by labeling 3 sections in your class and having students sort themselves based on the classs prediction:

Section 1 Students that agree with all of the class predictions line up here; Ask - What are some of the reasons you support the classs predictions?

Section 2 Students that totally disagree with the predictions line up here; Ask - What are some reasons that you disagree with the classs predictions?

Section 3 Students who are not sure about the class data go here. Ask What are some reasons that you are in this section?

Record your predictions and any new ideas you may have in your journal.

What are some ways that we can test our predictions?

What would be an appropriate tool to use to analyze our predictions? (a balance or scale)

How would we use a balance to test our predictions? (We would weigh each object and put them in order from the smallest to the largest)

Procedure 2-3

Distribute and introduce the spring scales to each team of students.

How does a spring scale work?

What is the force that acts on the objects so that they are pulled down for the scale to record a weight? (the force of gravity)

What are the physical properties of this spring scale? (Some answers might include it has a spring, it's made of plastic, it has no numbers, it is lightweight, etc.)

How is this spring scale a system? What are the roles of some of its parts?

What would happen if the spring comes out? Will it still work?

Procedure 4

How can we make sure that all the spring scales work the same? (We need to make sure that the spring starts in the same place).

Has anyone ever heard of the word calibration or does anyone know what it means to calibrate something?(allow time for students to offer answers) When you calibrate something you must check, adjust, or set it up to measure exactly. Calibration also means to put measuring marks on a similar device like this spring scale or a thermometer. Today we are going to calibrate our spring scale using paper clips. (show the students the jumbo paperclips) Describe some of the physical properties of the paperclips. (They are made of metal; they are all the same size, etc.) Why would it be a good idea to use these paperclips to calibrate our spring scales? (The paper clips would be good to use because they are all the same size and weigh the same, we need a standard).

Students will participate in the Line up Strategy to review their predictions and make justifications for the ordering of the objects from lightest to heaviest.

Students record the highlights of their discussion and any new ideas about the classs data.

Students determine which tool would be best to analyze their predictions.

Students review the force that makes the scale work.

Students discuss the physical properties of the spring scale and how it is a system

Students discuss the idea of calibration and the use of paper clips as a standard.

Explore

Procedure 4 contd

Students use the Students Instructions for Calibrating the Spring Scale, pp.11-12 to calibrate their scales.


Once students have finished with marking their scales, have them place a ball of clay on the end of the scale. Place paper clips on the end of the scale to compare how many paper clips the ball of clay compares to.

Encourage students to switch their balls of clay with another group. Also have students break their ball of clay into smaller pieces to weigh. Have students discuss their results with other groups and make a table to record the results.

Why would your groups clay ball weigh differently from another groups clay ball? Give evidence to support your answers.

Item measured

Number of paperclips

Our piece of clay ball

Another groups clay ball

Pieces of clay

Final Activities 3

Once students have compared and weighed clay balls and pieces, have each team pick up a double pan balance to compare their results with their spring scales. They will use paperclips as standard weights.

Are there any differences in what the spring scale measures and the double pan measures? Why do you think so? (measurements vary due to the inconsistency of markings of the different groups on the scales)

Have students recalibrate their scales.

Students calibrate their scales and make clay balls to measure, weigh, and compare results with other groups.

Students design a table to record all of their results.

Students use a double pan balance to compare their results with their spring scales. They use the data to recalibrate their spring scales.

Explain

Reflection

Have students mark their scales and draw a picture of the scale system in their journals.

How is a spring scale a system?

What physical property of the scale allows it to measure various objects? (The spring in the scale is very flexible; it has plastic that protects the spring so that you can hold it upright, it has a hook used to hook objects on the bottom, etc.)

What physical property of matter is a spring scale used to measure? (The weight of the object)

What is the purpose of calibration? Why is it important for our scales to be calibrated with each others?

How does calibrating our scale compare to the reliability of our results? (The results will be more reliable because we have more than one group using the same techniques to calibrate their scale).


Place two spring scales in a center so that students can work with a partner to calibrate them and weigh various items to practice with the tool.


Extension 4

Have students write and illustrate a series of comparison sentences about weight to share with the class. See example in the teachers guide.

Journal Writing

Students will draw and record the spring scale as a system in their journals.

Students discuss the physical properties of the spring scale that allow it to measure the affect of gravity on objects.

Students discuss the purpose and importance of calibration.

Elaborate

Extension 1

Ask students to describe scales used for weighing in the real world. Where have you seen or used scales before? (Grocery store, doctor's office, etc.)

Extension 2

Have students predict and weigh different amounts of notebook paper. After they have weighed various amounts have them predict the weight of 35 sheets based on their observations and recorded measurements. Have them design a chart or table to record their data.

Students will apply what they have learned in class to the real world.

Students continue to work with their scales to compare, measure, and record data.

Evaluate


The teacher will ask students to respond to one or more of the following prompts in their journals:

Draw the spring scale in your journal and describe how the spring scale is a system.

What physical property of the scale allows it to measure various objects (The spring in the scale is very flexible)?

What physical property of matter is a spring scale used to measure? (The weight of the object)

What is the force that acts on the objects so that they are pulled down for the scale to record a weight? (the force of gravity)

What would happen to the spring scale if one of the pieces were missing?

What is the importance of calibration?

Journal Writing

Students record their findings in their journals as evidence of their investigation and records of their results.

Content Vocabulary:

Calibration

calibrar


spring scale

mass

results

describe

system

gravity

force

role of the parts

escala de resorte

masa

resultados

describa

sistema

gravedad

fuerza

papel de las piezas

Resources

Materials Needed:

Jumbo Paper clips


Double pan balances


Listening



Speaking



Reading


Writing











TAKS Benchmarks



2006-07 5th Grade Interim

12 A student masses objects on a pan balance

and finds the following results:

If she places the rubber ball in the left pan and the orange in the right pan at the same time, the balance will -

A not move at all

B tilt up on the left side

C tilt up on the right side

D tilt right and then left

Answer - B

8th Grade Interim 2007-08

23 During a laboratory investigation, a student needs to measure the amount of force it takes to pull a block of wood up an inclined plane. The student should use a

A spring scale

B graduated cylinder

C balance

D meter stick

Answer - A



Second Grading Period Week 1-Friday CURRICULUM GUIDE

Guiding Questions


What is the relationship between an object's weight and the objects ability to float or sink? Do all large objects float or sink? Do all small objects float or sink? Why or why not? ( 5.2D, 5.2F, 5.3A)

Does an objects physical property of size determine its physical property of weight? (5.2D)

Why is calculating the median, mode, and or average of the class data important? Does this strategy take into account all of the data collected? (5.2F)

What are some common physical properties of the objects that weigh the most? (5.2D)

What are some common physical properties of the objects that weigh the least? (5.2D)

Why is it important for your group to measure each item more than once? (5.2E)

How did you organize, examine, and evaluate the information you collected? (5.2G)














The teacher will

So students can


Use the STC Kit Floating and Sinking: Lesson 5: Weighing Floaters and Sinkers


Keep the class graph that is generated in this Lesson because it will be used again next week in Lesson 11




The main purpose:

I can demonstrate that repeating investigations makes the results more reliable. (5.2E)

I can organize, examine, and evaluate information using a chart and/or graphic organizers to determine the average mass/weight for each item. (5.2G)

I can draw conclusions about an object's mass/weight in relation to its size. (5.2F)

I can analyze and interpret information to construct reasonable explanations from direct and indirect evidence. (5.2D)

Engage

Procedures 1

Teacher engages students by reviewing with them the classs predictions about the relative weight of all of the objects that they predicted in Lesson 3. Remember when we put in all the objects in order from the lightest to the heaviest back in Lesson 3? Open your journal pages to that section. Today you will have an opportunity to test your predictions using your calibrated spring scales.

Are there any objects that you think will change positions in the order from lightest heaviest? Why do you think so?

What physical property did we use to order these objects? (most used the size of the object)

Ask students to write down the following question in their journals and to think about it as they conduct todays investigation, is size always an indicator of the weight of an object? Why or why not? Let them know that they will discover the answer after todays investigation.

Students check their predictions and rearrange their objects if needed.

Students write down a reflection question about the size of an object in predicting its weight.

Explore

Procedure 2 - 4

Students use record Sheet 5-A to record the weight of each object more than once.

Why is it important for your group to measure each item more than once?

Have students check each others measurements. Why is it important for each of your group members to check each others measurements? (It ensures accuracy).

Which objects weighed more than their predictions from Lesson 3? Which objects weighed less than the objects from lesson 3 predictions?

Students return items to materials station.

Students will discuss with the teacher the importance of the multiple measurements to ensure the reliability of results.

Students compare their predictions with the actual data.

Explain

Reflection


Place a sheet of chart paper or butcher paper up at the front of the class. Assign each group an object. Have them check with the other groups and record the measurements for that object at the front of the class. Each student group should find the Mean (average) for each object and show their work on the class chart. Use the background section in the teachers guide for reference. Students should use small paper clips to place on the class bar graph above each object card to show the average mean of paper clips for each item. Have students rearrange the objects from lightest to heaviest refer to Figure 5-4 in the teachers guide.

What was the Mean weight for your object?

Based on the class information recorded on our graph, which object is the lightest? Which object is the heaviest?

How have our predictions (hypothesis) changed from Lesson 3? Why do you think so?

PLEASE NOTE: Teacher will demonstrate how to find the mode and the median of the objects on the chart at the front of the class. Students should record the data in their journals for their records only. Students should only be held accountable for knowing how to get the Mean and not the Mode and Median which are 5th grade concepts.


Does an objects size tell you the weight of an object? (No) Can some large objects weigh less than smaller objects? (yes) Can some small objects weigh more than the larger objects that we have seen? (Yes) What does this tell you about the size of an object compared to its weight? (You cannot put items in order by their weight unless you can use a scale to test the object's weight. Do not assume that a smaller object weighs less than a larger one and vise-versa).

Refer students to the class graph. What are some physical properties that the objects that weigh the most have in common? What physical properties that the objects that weigh the least have in common?

What is the relationship between an object's weight and the objects ability to float or sink? Do all large objects float? Do all small objects float? Why or why not?

Why is calculating the average of the class data important? Does this strategy take into account all of the data collected?


Set up a center with a spring scale, a chart, and objects to weigh. Students should practice weighing an object three times to master the idea that repeating investigations increases the reliability of the results.


Have students find the mean, median, and mode of the shoe sizes of the students in class and share out their discoveries.

Students construct a class bar graph to report each others data on the objects measured. They calculate the mean for each object.

Students analyze their hypothesis to see how they have changed or not from Lesson 3.

Students discuss results with the class to review whether an objects size determines its weight. They also discuss the importance of calculating the mean (average) (mode and median).

Students review the physical properties of objects that sink and that are afloat.

Elaborate

Have a class discussion that reflects back to the Assessment section of Lesson 2. Revisit the brainstorming list that were made in Lesson 1 and ask again, What makes objects float or sink? Students should have more experiences to add to the chart.

Extensions 1

Have students choose 3-5 objects in the set. Have the students draw the objects and list all of the physical properties of the objects in the notebooks.

Students will reexamine their ideas from Lesson 1 about why objects float or sink.

Students review how to identify the physical properties of an object

Evaluate


The teacher will assign a question to each group and have them share out their answers for the class. Facilitate the use of a transparency or a large chart paper for their presentation. Post the answers.

What is the relationship between an objects weight and the objects ability to float or sink? Do all large

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