Lesson Plan

Teacher: Bonnie Sharp
Date(s): September 23-24
Subject area / course / grade level: Science/ 6th grade
Materials:
Demonstration: Beaker, vinegar, 2 pieces of steel wool, tongs, paper towels
lab table: baking soda, vinegar, Chem-plate, scoop, ammonia, grape juice, beaker, water, Damp Rid, small spoon, thermometer, graduated cylinder
TEKS/SEs:
SCI.6.1A Demonstrate safe practices during laboratory investigations as outlined in the Texas Safety Standards
SCI.6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing and graphic organizers.
SCI.6.4A Use appropriate tools to collect, record and analyze information
SCI.6.5D Identify the formation of a new substance by using evidence of a possible chemical change such as the production of a gas, change in temperature, production of a precipitate or color change.
SCI.6.6B Calculate density to identify an unknown substance
ELPS:
ELPS.c.1C , ELPS.c.1E
Lesson objective(s):
We will identify the clues that indicate a new substance was made when compounds are mixed.
I will read a diagram to collect qualitative data.
Instructional strategies:
MAKING NEW SUBSTANCES
When elements combine to make compounds they are making new substances. When iron (Fe) combines with oxygen (O) to make rust, the rust (Fe2O3) is a new substance. When new substances are made we have a chemical change.
Compounds can also combine to make new substances. When we mix the compound baking soda (NaHCO3) with the compound vinegar (CH3COOH), we get several new substances – water, salt and carbon dioxide in the bubbles.
There are several clues that can indicate a new substance has been made and a chemical change has happened. A color change is evidence that a something new has formed. The formation of a gas indicated by the presence of bubbles is another clue. When two substances are mixed and a temperature change occurs, this is another clue that a new substance has formed. The last clue happens when two liquids are mixed together. If these two liquids make a solid then you have evidence that a new substance has formed. The solid sometimes goes to the bottom of the container and sometimes stays mixed in the solution making it cloudy.
Materials: Beaker, vinegar, piece of steel wool, tongs,
What To Do:
1. Your teacher will show you some dry steel wool. Steel wool is long, thin strips of iron (Fe).
2. Your teacher will place one piece of the steel wool in the vinegar and stir it around for about 1 minute.
3. Your teacher will take the steel wool out of the vinegar and allow the wet steel wool to dry on a paper towel for at least 30 minutes so that the iron can mix with the oxygen in the air.
Chemical Change #1
Materials: baking soda, vinegar, Chem-plate, scoop
What To Do:
1. Place 2 scoops of baking soda in the chem.-plate
2. Place 10 drops of vinegar on the baking soda.
3. Observe what happens.
Chemical Change #2
Materials: ammonia, Chem-plate, grape juice
What To Do:
1. Use a different well on the Chem-plate and put 10 drops of grape juice in it.
2. Place 10 drops of ammonia into the well. Observe what happens.
Chemical Change #3
Materials: beaker, water, Damp Rid (CaCl2), spoon, thermometer, graduated cylinder
What To Do:
1. Measure 30 mL of water into a graduated cylinder and then pour it into the beaker.
2. Take the temperature of the water. ______
3. Place a small spoonful of Damp Rid in the water and stir.
4. Take the temperature of the solution after 1 minute. ____
Chemical Change #4 Teacher Demo
Materials: baking soda, Damp Rid, 2 beakers with 50 mL of water, small spoon
What To Do:
1. Mix 2 small spoonfuls of baking soda in one of the beakers of water. – Note color. ______
2. Mix 2 small spoonfuls of Damp Rid in the other beaker of water. – Note color. ______
3. Pour the solution of baking soda into the solution of Damp Rid. Note color. ______
Questions:
1. What did you observe when the vinegar and baking soda mixed? ______
2. What did you observe when the ammonia and grape juice mixed? ______
3. What did you observe when the Damp Rid was placed in the water? ______
4. What did you observe when the baking soda solution was mixed with the Damp Rid solution? ______
5. When the baking soda and vinegar mixed, which clue tells you that there was a chemical change? ______
6. When the ammonia was place in the grape juice, which clue tells you that there was a chemical change?______
7. When the Damp Rid was placed in the water which clue tells you that there was a chemical change? ______
8. When the baking soda solution was mixed with the Damp Rid solution, which clues tell you there was a chemical change? ______
9. Observe the steel wool. You should see some rust on the iron. Be sure to smell the rusted steel wool, too.
Question:
1. What two clues tell you that a new substance was formed by the steel wool and oxygen?
Differentiation strategies to meet diverse learner needs:
Hands On Demonstration
Handouts
Classroom Discussion
Visual Examples
Evaluation of student learning:
Exit Ticket
Teacher: Bonnie Sharp
Date(s): September 25-26
Subject area / course / grade level: Science/ 6th grade
Materials:
Demonstration: Large beaker of water, 3 different blocks,
lab table: Ocean in a bottle, 500 mL beaker, 350 mL Mountain Dew soda, 10 raisins
TEKS/SEs:
SCI.6.1A Demonstrate safe practices during laboratory investigations as outlined in the Texas Safety Standards
SCI.6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing and graphic organizers.
SCI.6.4A Use appropriate tools to collect, record and analyze information
SCI.6.5D Identify the formation of a new substance by using evidence of a possible chemical change such as the production of a gas, change in temperature, production of a precipitate or color change.
SCI.6.6B Calculate density to identify an unknown substance
ELPS:
ELPS.c.1C , ELPS.c.1E
Lesson objective(s):
We will determine the relative density of solids, liquids and gases.
I will predict what will happen during a demonstration by completing several sentence stems.
Instructional strategies:
DEFINING DENSITY
As we know mass and volume are physical properties of matter. Mass and volume have a special relationship. Density is a physical property that describes how much matter is packed into a given space. In other words, density is how much mass is in a given unit of volume.
The density of many substances is compared to the density of water. What happens to the substance when it is placed in water? Does it sink or does it float? Even gases such as air, oxygen and carbon dioxide can be compared to the density of water. Think about when you open a soda can. The gas bubbles come to the surface of the liquid and we call it fizz. When a substance has a high density it will sink in water. When a substance has a low density it will float in water.
Materials: Large beaker of water, 3 different blocks, Ocean in a Bottle, (for each lab table – beaker, water, graduated cylinder, baking soda, vinegar, spoon and 10 raisins)
Part 1
What To Do:
1. Your teacher will show you some blocks made of various materials.
2. Make predictions about whether or not each will float by completing the statements below.
My predictions:
I think that block number 1 will SINK /FLOAT (circle one) because ______
I think that block number 2 will SINK /FLOAT (circle one)because ______
I think that block number 3 will SINK /FLOAT (circle one) because ______
3. Your teacher will then place each block in a beaker of water.
4. Place a check mark by each prediction you got correct.
5. Draw the water level and where each block ended up.

Questions:
1. Which block had the highest density? ______
2. How do you know? ______
3. Which block had the lowest density? ______
4. How do you know? ______
Part 2
What To Do:
1. Your teacher will give your table a bottle that has two liquids in it.
2. Make a prediction about what will happen when the bottle is shaken by completing the statement below.
I think the two liquids will ______.
Shake the bottle for 1 minute. Observe for 1 minute.
Questions:
1. Which color of liquid has the highest density? _____
2. How do you know? ______
3. Which color of liquid has the lowest density? ______
4. How do you know? ______
Part 3
What To Do:
1. Pour 30 ml of water into the beaker.
2. Place 1 spoonful of baking soda into the water and stir well.
3. Pour 10 ml of vinegar into the beaker.
4. Place 10 raisins in the beaker.
5. Draw what you observe in the space below.

Questions:
1. Why did the raisins sink in the liquid? ______
2. Why did the raisins float in the liquid? ______
3. What does this tell you about the density of the gas in the bubble?______
Differentiation strategies to meet diverse learner needs:
Classroom Discussion
Visual Examples
Graphic Organizer
Evaluation of student learning:
Exit Ticket
Teacher: Bonnie Sharp
Date(s): September 27-30
Subject area / course / grade level: Science/ 6th grade
Materials:
Demonstration: 1 can Diet Coke, 1 can Coke, large, clear, container filled with water, triple beam balance, calculator for each student
lab table: beaker of water, 3 blocks from Activity 1
TEKS/SEs:
SCI.6.1A Demonstrate safe practices during laboratory investigations as outlined in the Texas Safety Standards
SCI.6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing and graphic organizers.
SCI.6.4A Use appropriate tools to collect, record and analyze information
SCI.6.5D Identify the formation of a new substance by using evidence of a possible chemical change such as the production of a gas, change in temperature, production of a precipitate or color change.
SCI.6.6B Calculate density to identify an unknown substance
ELPS:
ELPS.c.1C , ELPS.c.1E
Lesson objective(s):
We will calculate the density of various solids.
I will predict what will happen during a demonstration by completing several sentence stems
Instructional strategies:
CALCULATING DENSITY
Density is a physical property of matter. Remember that density tells how much mass is in a given unit of volume. So to calculate the density of an object you must know two things – its mass(g) and its volume (mL). We calculate density by dividing the mass by the volume. That makes the unit for density g/mL.
The density of water is 1 g/mL. Any substance that has a density less than 1 g/mL will float on water. Any substance that has a density greater than 1 g/mL will sink in water.
You can use density to predict whether an object will sink or float in water. The density of a substance is constant (it always stays the same). Density does not depend on the amount of the substance you have.
Materials: 1 can Diet Coke, 1 can Coke, large, clear, container filled with water, triple beam balance, calculator
What To Do:
1. Your teacher will show you two cans of soda.
2. What differences do you observe?______
3. Your teacher will read the volume in mL of each can.
4. Record below – don’t forget your units!
Regular Coke volume ______
Diet Coke volume ______
5. Your teacher will use the triple beam balance to determine the mass of each soda can.
6. Record below – don’t forget your units!
Regular Coke mass ______
Diet Coke mass ______
Density = mass
volume
Mass of Regular Coke = ______
Volume of Regular Coke =
8. Use your calculator to divide the mass by the volume.
Density of Regular Coke = ______
9. Repeat for Diet Coke.
Density of Diet Coke = ______
As we learned at the beginning of the lesson the density of water is 1 g/mL. Anything that has a density of less than 1 will float in water and anything that has a density of greater than 1 will sink in water. From your calculations and the information give above, predict what will happen when the cans of soda are placed in a container of water.
Will they sink or float?
The regular Coke will ______.
The Diet Coke will ______
Draw what happens.

Materials: 3 blocks from previous lesson, ruler, electronic balance and triple beam balance
What To Do:
1. During the last lesson you observed whether or not 3 different blocks would sink or float in water.
2. Record what happened in the chart below.
3. Use the triple beam balance to determine the mass.
(Double-check your mass with the electronic scale)
4. Volume can also be determined by measuring 3 sides of a regular shaped object and multiplying the numbers together. This unit of measurement is cm3.
5. Use the ruler to measure 3 different sides of each block and multiply them together to get the volume.
6. Divide the mass by the volume to get the density.
Block # 1 / Block # 2 / Block # 3
Sinks/Floats
Mass (g)
Volume (cm3)
Density (g/cm3)
Questions:
1. Did the blocks with greater than 1 g/cm3 float or sink?______
2. Did the blocks with less than 1 g/cm3 float or sink?______
3. Why? ______
Differentiation strategies to meet diverse learner needs:
Hands On Demonstration
Classroom Discussion
Visual Examples
Graphic Organizer
Evaluation of student learning:
Exit Pass

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