Name: Jessica Jaremy (0546505)_____________________________ Cohort: ____________

Lesson Plan
Lesson Title: _Characteristic Physical Properties: Density______________________________ Grade: __9_____ Date: 2017/10/05

Subject: _Grade 9 Science SNC1D__Strand: ____Chemistry_______ Location: _Science Lab__Time: (length in minutes): _75 minutes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
The lesson will begin with a demonstration of density using clay: the teacher will take two pieces of clay with
(approximately) the same mass. One piece of clay will be rolled up into a ball while the other will be flattened
out into a sheet. The teacher will ask the students what they think will happen when each is dropped into
water. Students will then be given a brief PowerPoint presentation about density so that they can understand
what happened in the demonstration that they just saw. They will then complete some worksheets and a
short hands-on activity that illustrates density. The activity will involve adding salt to water in order to see
what effect that has on the ability of an egg to float.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
C2. Investigate, through inquiry, the physical and chemical properties of common elements and compounds.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
C2.1 Students will use appropriate terminology related to atoms, elements, and compounds, including, but not limited
to: boiling point, mixtures, particle theory, pure substances and viscosity [C]
C3.4 Students will describe the characteristic physical and chemical properties of common elements and compounds
(e.g. aluminum is a good conductor of heat; copper reacts to moist air by developing a greenish surface of copper
carbonate; sodium carbonate is a white, odourless powder that dissolves in water; water has a unique physical
properties that allow it to support life)

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 The definition of density and what it means when substances interact
 The effects of changes and differences in density
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: explain what characteristic properties are and how they can be useful
I can: conduct an investigation to help me learn about density
I can: explain the concept of density and answer questions pertaining to it
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Written and Oral Students will answer post- Observation sheet and
activity questions and then questions – students will be
discuss what they’ve learned required to record their
 with the class. They will hand observations during the activity
the questions in to the teacher, and answer questions regarding
but they will not count for what they observed.
marks.
Assessment As Learning Written Worksheet – after the Worksheet
PowerPoint presentation,
students will fill out a short
worksheet, either alone or with
their classmate(s) about
density. This will help them
realize if they understand the
material that was taught or if
they need clarification.
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Learned what physical and chemical properties are
* Learned what characteristic physical properties are and what exactly that means
* An understanding of mass and volume

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

This lesson begins with a visual and interactive demonstration by the teacher. Following this will be a presentation of a
short lecture by the teacher, which will include written text, visual aids and oral explanations by the teacher. Last will
be a hands-on activity, for which the instructions will be both written down and explained orally. The lesson will begin
with students working/learning individually and will finish with group work.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

 Characteristic physical property
 Density
 Mass
 Volume

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Oil-based modelling clay
 A scale/balance
 A PowerPoint presentation about density
 Water
 Beakers (one per group and two for the teacher)
 Teaspoon (one per group)
 Raw eggs (one per group)
 Salt
 Worksheet about density
 Activity sheet (to go along with the lab, contains instructions and tools for observing results)
Learning Environment (grouping; transitions; physical set up)

The environment will start off with students sitting at their desks with the teacher at the front of the room explaining
the PowerPoint presentation. Students will be encouraged to discuss. When the presentation portion is finished,
students will be set up in groups in order to complete the experiment. Each group will have a station on the lab desks
where the materials will be waiting for them to conduct the experiment. When students have finished the experiment,
they will return to their desks to work on their write-up if there is enough time.

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: __8:15__-_8:25__ (Indicate time breakdown of instructional elements)  The students watch the demonstration that is
provided by the teacher while thinking about and
 The teacher has two pieces of oil-based trying to answer the questions that the teacher
modelling clay, a scale and two beakers full of asks. As this is the students’ first introduction to
water prepared for a demonstration. density (in this class), they are not expected to
 When the class has started, the teacher begins by know the answers to the questions as a result of
showing the class the two pieces of modelling prior knowledge, but are expected to think about
clay. In front of the class, the teacher weighs what might happen and make an educated guess.
them to prove that they are the same mass.
 The teacher then asked the class, “If I put each of
these pieces of clay into a beaker full of water, do
you think the same thing would happen to each
piece of clay?” The teacher waits for the class to
respond and asks them to explain their
predictions.
 The teacher then rolls up one piece of clay into a
ball and flattens the other one out into a sheet.
The teacher asks, “Do you still think the same
thing will happen to these when they’re placed in
water?” The teacher asks for an explanation.
 The teacher then drops the ball of clay into one
beaker and the sheet of clay into the other
beaker (lying flat across the water). The ball will
sink and the sheet will float. The teacher asks the
students if they can explain why this happened.

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: __8:25__-__9:15__ (Indicate time breakdown of instructional elements)  8:25 – 8:40: Students will listen to the
presentation given by the teacher. They will also
 8:25 – 8:40: The teacher will tell the students that
write down notes as necessary. They will be
what they saw was because of density, and this
encouraged to actively participate in the lecture
will lead into a PowerPoint presentation about
(answer questions as the teacher asks them) and
density. The teacher will present the PowerPoint,
ask questions if they don’t understand.
answering any questions that students have
along the way.  8:40 – 8:50: Students will complete the worksheet
that has been handed out by the teacher. Each
 8:40 – 8:50: The teacher will hand out a short
student will receive their own worksheet, but are
worksheet for students to fill out that will help
permitted to work with their
reinforce the idea of density and show the
neighbours/classmates if they’d like.
 teacher that they understand the concepts that
were discussed in the PowerPoint presentation.
 8:50 – 9:15: The teacher will introduce the
activity that students are going to do to help
them understand density. The teacher will hand
out the activity sheet containing the instructions
and read through it with the class. The teacher
will ask the students to get into groups and help
form them if necessary. At each lab station,
there will be a raw egg, a beaker, a bag or box of
salt and a teaspoon (this will have been set up by
the teacher before class). The teacher will walk
around helping and observing students, as well as
ensuring their safety, as they work.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: __9:15_-__9:30__ (Indicate time breakdown of instructional elements)
 The teacher will ensure that all the groups have
cleaned up properly and have returned to their
desks to work on the questions (some students
may just be finishing up although some may have
finished early). Around 9:25 the teacher will have
a brief discussion with the students about the
worksheet and discuss what they have learned.
The teacher will collect the worksheets at the end
of class if they are done, and the next day if they
are not. The sheets won’t count for marks but will
be used to ensure that the students understood
the day’s lesson.
 8:50 – 9:15: Students will listen/read along as the
teacher goes through the instruction sheet that
has been handed out. They will then gather into
small groups (2 – 3 people per group, depending
on the size of the class) and make their way to the
lab stations. There, they will find a beaker, an egg,
some salt and a teaspoon. They will follow the
instructions to complete the lab. They will start by
adding some water into the beaker, placing the
egg inside and recording their observations. They
will then remove the egg from the beaker and add
two teaspoons of salt before stirring and placing
the egg back in the cup. They will once again
record their observations. This will be repeated
until the egg floats. (More detailed instructions
attached in the form of the instruction sheet).
When students have finished, they will clean up
their area before returning to the desks to begin
working on the questions that come with the lab.
 If they have not done so already, students will
clean up their lab stations and return to their
desks to work on the post-activity lessons. Around
9:25 they will participate in the discussion about
what they have learned with the teacher. If they
have not finished their questions, they will be
expected to have finished them for the following
day. If they have finished them, they will hand
them in.

Extension Activities/Next Steps (where will this lesson lead to next)

This will mark the end of the lessons about physical properties. Students will have already been introduced briefly to
the idea of chemical properties (i.e. they will know that they exist) but next they will explore them. They will learn
more in-depth about what chemical properties are, why they are different from physical properties and how they as
well can be used to characterize substances.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Sources: http://www.playdoughtoplato.com/clay-boat-science/
https://www.ecsd.net/schools/8044/Documents/Science%20in%20Action%209.pdf
 Exploring Density

As we just discussed, if a substance has many particles in a certain amount of space, it is denser than a substance that
has very few particles in the same amount of space. Using this knowledge, put these substances in order from most
dense (1) to least dense (5).

If an object is less dense than water, it will float on it. If an object is denser than water, it will sink in it. Using the
information that you filled out in the previous question, draw in an appropriate amount of particles in each layer
(assume each layer is the same size).
 Exploring Density Activity

Purpose: To observe how adding salt to water changes its density and affects an object’s
ability to float.

Materials:
Water
A raw egg
A teaspoon
Salt
A beaker

Procedure:
1. Fill the beaker to the halfway point with water (enough to cover an egg and to be able to tell
if the egg is floating or sinking)

2. Gently add the egg to the beaker. Record any observations in the table on the next page.

3. Remove the egg from the beaker. If you wish to use the teaspoon to lower the egg into the
water and remove it, ensure that the teaspoon is properly dried afterward or the salt will stick
to the spoon. Add two teaspoons of salt to the water and stir until it is dissolved.

4. Add the egg to the beaker and record any observations.

5. Remove the egg from the beaker and add another two teaspoons of salt (again, ensuring
that the spoon is dry before you put the salt on it). Stir until the salt is dissolved.

6. Place the egg back in the beaker and record what happens.

7. Repeat steps 5 and 6 until the egg is floating at the top of the water (i.e. not just sitting a
little bit off the bottom, but actually floating at the top of the beaker). Record how many
teaspoons of water it took for the egg to float.
 Observation Table

Scenario Observations Diagram (include a diagram of

what the particles look like)
Egg in water

Egg in water after 2

teaspoons of salt

Egg in water after 4

teaspoons of salt (total)

Total number of
spoonfuls: __________
 Post-Activity Questions

1. How did the densities of the egg and the tap water compare? Use a diagram to explain your answer.

2. How did the densities of the tap water and the salt water compare? How do you know?

3. How did the densities of the egg and the salt water compare? Use a diagram to explain your answer.

4. Why might it be easier for a person to swim in an ocean than in a lake?

5. The density of fresh water is 1 g/mL. The density of Saturn is 0.657 g/mL. If it were possible to have a giant
bathtub, would Saturn float in it based on its density? Why or why not? Would it float in liquid methane (0.656
g/ml)?