Name: Matt Shuey

Title of Lesson: Liquid Layers

Grade 6th
Goal: The students will gain an understanding of density and how volume and mass are used to
find the density of an object.
Knowledge:
Prior: Students will need an understanding of volume and mass.
Current: Students will learn about density is and how to find it.
Future: Students will gain an understanding of how to use density to figure out how
things in everyday life float.

Objectives:

Standards

The students will

1. Have and
understanding of
density.
2. Be able to figure out
the density of an
object.
3. Be able to apply
density to real world
application.

M1: Understand
measurable attributes of
objects and the units,
systems, and processes
of measurement.
2.3.4.B: Select and use
appropriate tools and
units for measuring
quantities (e.g., length,
time, weight,
temperature).
2.3.7.C: Use
measurement formulas to
calculate volume, area,
and perimeter and to
calculate circumference
and area of circles.

Rationale:
Density is needed in both higher level science and math.
Prior Knowledge:
Volume, Mass
Content Knowledge:
Density, Density formula, Measurement, Patterns

Formative Assessment
1. Worksheet
2. Questions/
involvement
3. Exit slip

Future Knowledge:
Measuring in Science lessons and chemistry.
Procedures:
Lesson Beginning
Scripted Introduction/Preview:

Good morning class! Based on yesterdays discussion about mass and

volume I think we are ready move onto something new but first.

Review:

Ask: Ryan can you tell me the definition of Volume?

Anticipated Response: The amount of space a matter takes up.
Taylor- what about the definition of Mass?
Anticipated Response: How much matter is inside am object.
Hook- I know we all know objects that sink we normally think of heavy objects
but what about massive boats made of metal why do they float?? Well today we
are going to find out together.

Lesson Development

Put students in 4 groups of 5 at already set up tables.

Class today we are going to do an experiment using these four mystery liquids.
(hold up containers)
At your desk you have four smaller glasses of the same liquids your job will be
to be the first group done with the Liquid Layer Challenge
The rules of the challenge are to put all four liquids in the small clear tube at
your table in an order that all 4 colors are still visible. Once this is done the
entire group will raise their hands so I can come and record your answer.
Each group member will have a Liquid Layer Data Sheet to use to record
your trials. (Demonstrate on board)
Explain- to use droppers and to keep droppers in the same liquid so to not cross
contaminate the liquids. Please do not taste any of these mystery liquids either
(DJ!).
If there is a broken dropper please come grab another one up at the front.
Drop in about a centimeter worth of liquid into the tube.
Repeat this experiment till you get the 4 liquids remaining separate.
After everybody is done or we run out of time list what the groups got up on the
board. Then ask if anybody knows what the liquids are?
Then write what the liquids are by their corresponding color.

Question: Why do you think the liquids layered the way they did? Possible
Answers (heavier, thicker, or differences in density) If someone says density ask
them to define Density (measurement of compactness of an object )
Who hear thinks they know how to figure out the density of an object??
Think about what we learned last class.
Yes volume and mass come into play.
Each group will now figure out the density of one of the liquids using that 25 ml
cylinder.
Weigh your cylinder empty using the scale
Fill your cylinder to 5 ml with your assigned liquid
Then weigh the cylinder with the liquid
This will give the mass aka weight and the volume aka 5 ml
Now each group will report their findings
Write the density of each liquid and ask does this prove the order that worked?

Lesson Ending
Review:

Ask: does the densitys we found prove the order we put the liquids in
yes Pick someone to explain?
Exit slip: on the back of your Liquid layers data slip please answer the
following question with your new knowledge of density. (How do hot air
balloons work?)

If time: Youtube video of some one doing this lesson but with 7 layers to really slam
down the activity. (https://www.youtube.com/watch?v=B3kodeQnQvU)
Materials:
20 small cups, 16 droppers, 4 25 ml graduated cylinders, 4 500ml beakers, 20 Liquid layer
worksheets, 16 oz. of glycerin, 16 oz. of salt water, 16 oz. of water, 16 oz. of isopropyl alcohol, 4
little plastic tubes, paper towels, 2 scales,
References:
1994 Aims Education Foundation, Science is
Mode: The class will consist 4 groups of about 5 students in each group.
Special Adaptations:
This lesson can be adapted for students with special needs. Any student that is hard of
hearing or seeing should sit toward the front of the room at the beginning of the lesson. Students
that have learning disabilities may need extra attention when working in the groups.

Anticipated Difficulties:
o
o
o
o
o

Students might have trouble rinsing out their tubes between trials.
Droppers might not work.
Salt water and water tend to mix any way in the middle.
The scales might be different and a group could mess up a weight.
Might go over time.

Reflection: The lesson overall went well. I went a little fast in the begging and felt nervous at
first but got more comfortable at the end.