15-Minute 5E Inquiry Lesson Plan - Weebly

15-Minute 5E Inquiry Activity Lesson Plan

Lesson Information

Subject Topic or Unit of Study Grade/Level Summary of Inquiry Activity

Objectives

Lesson Title

Science Density and physical properties of matter 10th grade To quantitatively determine the density of pennies, dimes, and nickels and rank them from least dense to most dense. Students accurately determine the density of three types of coins by using the water displacement technique to calculate the density. The Density of U.S. Currency

Materials Needed: Electronic balance Room temperature freshwater 3 ? 100 mL (or 50 ? mL) graduated cylinders per group 5 pennies, 5 dimes, and 5 nickels per group

1 Calculator/group Waste disposal area for water after

completion of exercise Paper towels

Safety Concerns: There are no safety concerns associated with this laboratory exploration.

General Outline of Lesson Plan:

The 5Es Engage Explore Explain Elaborate

Teacher Action/Direct Instruction

Tell Archimedes story to students

Instruct students to complete density exploration of coins

Student Action/Activity

Develop a prediction about the density of coins

Density exploration of coins

Groups report the volume displacement of each of their coins

Introduce the density formula and the complex units that

Anticipated Student Responses

Students would discuss their results with another group

Time for Each (minutes) 2 minutes 7 minutes

2 minutes

1.5 minutes

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accompany each density value.

Evaluate

Students will calculate the density of the five coins and then each individual coin.

Students use the density formula

mass (g) D= volume (mL)

2.5 minutes

Implementation of Lesson Plan:

Learning Context

Introductory exercise to properties of matter unit by exploring the physical property of density.

Density of Coins Inquiry Activity

Procedure

Engage (2 minutes) Tell the story of Archimedes' discovery ? how to determine if the crown

was constructed purely of gold or if a portion of the crown's material was substituted with silver. Describe the discovery of water displacement as Archimedes sat in the bathtub and observed the water rising deduced a method for determining the density of an object ? the gold crown versus a pure gold brick ? the gold brick had a larger displacement in the water than the crown leading Archimedes to conclude the crown was gilded with silver and gold. Pose the questions/ideas: Using Archimedes' principle of water displacement can we determine the density of coins? And if we can, which coin do you think will have the largest density? Have the students develop predictions regarding the density of the coins. Which ones will have a larger density and displace the water more? Have the students rank the density of the coins based on what they think.

Explore (7 minutes)

Exploration Question: Which coin (penny, dime or quarter) has the greatest density? Students should develop a hypothesis combining their prediction and think what they Develop an if ___________ then ___________ because... statement

Have the students complete the exploration of density by measuring the water displacement of each of their coins.

During the gathering of their data the students will fill-out the corresponding worksheet on page 5.

The students need to record their final and initial volumes and the mass of the coins provided.

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Explain (2 minutes)

Have the students report their water displacement values to another group.

Topics could include: The coins with the largest mass and volume How the make-up of the coin dictates the displacement of the water

Elaborate (1.5 minutes)

The density calculation should be introduced now that the students have the two pieces of information they need to calculate the density of the coins, the mass and volume determined by the displacement technique.

Explain the technique to calculate the density of the five coins and then how to find the density of each individual coin.

Evaluate (2.5 minutes)

Assessment Breakdown (10 points total)

Have the students calculate the density of: The 5 pennies (1 point) and each individual penny (1 point) The 5 nickels (1 point) and each individual nickel (1 point) The 5 dimes (1 point) and each individual dime (1 point)

Have the students rank the density of each coin correctly (2 points) Explain why the coins have different densities (2 points)

Differentiated Instruction Sample Student Products Collaboration Time Allotment

Author's Comments & Reflections

Further Explorations (Next possible step in lesson plan) Now that the students understand density, could introduce the idea of a

density column ? stacking liquids based of the most to least dense (bring in samples). Could show students different ways densities could be used in calculations.

None

Have the students work in groups of 3 15 minutes If had more time to discuss topic of displacement in the future could

show the following TED animation talk - Students could investigate the density of different coins and possibly coins from different countries so, the students can observe how different materials can affect the density of objects.

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Standards & Assessment:

Standards Assessment & Rubric

Next Generation Science Standards (NGSS) HS-PS1-3 HS-PS2-6 HSN-Q.A.1

10 Points total for the inquiry activity 6 points total for calculating the density of 5 coins and then the

individual density for each. Pennies (2 pts) Nickels (2 pts) Dimes (2 pts)

4 points total for the following two questions: 1. Rank the densities of the three different types of coins from least to most dense 2. Why do the three coins have different density values

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Name: _________________________________ Date: _______________ Period: _____________

Procedural Steps to Determine the Density of Coins: Record all of your data on the provided data worksheet

1. Take the mass of 5 pennies on an electronic balance, record the mass on the data worksheet. 2. Using one of the graduated cylinders, fill the graduated cylinder to an initial volume of 35 mL

and record the volume in mL to the nearest tenth in the data worksheet. 3. Gently place the coins in the graduated cylinder and record the new volume in mL to the

nearest tenth 4. Determine the displacement of the water in mL. 5. Repeat steps 1 ? 5 for nickels and dimes.

Students' Prediction:

Students' Hypothesis:

Data Table Title: Mass of Coins (g)

Pennies

Nickels

Dimes

Volume of Water (mL)

Volume of Water + Coins (mL)

Volume of Coins (mL)

Discussion: Once you have collected all of your data with your group members, you need to discuss your results with another group of three.

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