Resourse 10.

SAMPLE
LESSON PLAN 5E

SUBJECT SCIENCE CLAS

S
DATE / DAY TIME
THEME Physical Science TOPIC 7. Density

CONTENT 7.1 Objects or materials which are more or less dense than water
STANDARD
LEARNIN 7.1.4 Explain the result of observations about object or materials which are more or less dense through
G written or verbal forms, sketches or ICT in a creative way.
STANDAR
D
LEARNIN By the end of this lesson, students are able to:
G  Apply the knowledge on density by carrying out projects or activities.
OBJECTIV
E
SUCCESS CRITERIA  able to communicate about the applications of density in life in a creative and
innovative way.

PRIOR KNOWLEDGE  CPs know the concept of float and sink, mass and volume

TEACHING AIDS  laptop, smartphone, internet, video on arrangement of molecules, activity sheet, container
(plastic cup with cover), plasticine, transparent water tub, wooden block, needle,

CROSS- Environmental Sustainability Awareness, Noble Values, Science and Technology

CURRICULAR
ELEMENTS (CCE)
HOTS / i-THINK Creating

ASSESSMENT Verbal Assessment

& Formative Assessment (Workbook)
EVALUATION

SCIENTIFIC SKILLS Observing, Predicting, Communicating, experimenting

THINKING SKILLS Attributing, Making Conclusions, Making Hypothesis, Relating

SCIENTIFIC  Interest and curiosity towards the environment
ATTITUDES AND  Cooperative
NOBLE VALUES  Diligent and persevere when carrying out a task
 Realising that science is a means to understand nature.

1
 CONTENT TEACHING AND LEARNING NOTES
ACTIVITIES
1. Students are introduced to a
Engagement few objects which are able to
(15 minutes) float or sink in the water like
boats, logs, stones, life jackets
and so on.

Possible answers from 2. Students are then asked to

students are: objects float explain (in their own words)
because they are light and why some objects float whilst
objects sink because they some sink in the water.
are heavy; which is not true. Teacher poses questions like:
Thus, teacher corrects
students’ misconceptions i. Do you think a log will float /
through activities below: sink in the water?

a. Activity 1 ii. Why does it float / sink?

2”x4”x6”
transparent water tub wooden
block iii.Do heavy object sink and
water needle light object float?
Diagram 1
3. Teacher arouses
students’ curiosity with a
- Needle is more dense than demonstration as shown in
water, that is why it sinks. Diagram 1. One student is
- Wooden block is less dense selected and asked to put a
than water, thus it floats. needle and a 2”x4”x6” wooden
block into a water tub (lighter
needle sinks but heavier
wooden block floats). Based
on the observation, students
are then asked:

i. In this activity, which object is

‘heavy’ and which object is
‘light’?

ii. If the wooden block is

‘heavy’, why does it float?
b. Activity 2
4.In a separate demonstration
transparent
water tub rock
shown in Activity 2, another
sand
student is selected and asked
water
Diagram 2
grain to put a grain of sand into a
water tub as shown in Diagram
- both sand and rock are 2. The sand is light yet it is
more dense than water, sinking.
that is why they sink.
Teacher poses these
questions:
i. Why do both the sand grain
and the rock sink?

ii. Do you think that the mass

of an object influences its
 ability to float or sink?

iii. If not, what is the factor that

determines the ability of an
object to float/sink?
Exploration a. Activity 3 5. In groups of four, students are
(15 minutes) asked to find out factors that
P Q determine an object
plasticine ball floats/sinks by carrying out
Activity 3 and Activity 4 as
shown in Diagram 3a and
water tub
water Diagram 3b respectively.

Diagram 3a a. Activity 3
i. Each group is given a
- Container P and Container container filled with 20
Q are of the same size. pieces of plasticine balls and
labelled as P.
- Container P is packed
with more plasticine balls
ii.Students are then asked to
than Container Q.
put Container P into the
- Container P is said to water tub and record their
have more mass per unit observations in Activity
volume compared to Sheet 1. (Container P sinks)
Container Q. Thus
Container P has a higher iii. Students are asked to
density than Container Q. predict what would happen to
- Container P sinks as its Container P if 10 plasticine
density is higher than the balls are taken out from it.
density of water and Students write their
Container Q floats as its prediction in Activity Sheet
density is less than the 1.
water.
- An important factor in iv.Then, students are asked to
determining the density of remove Container P from the
a material is its mass for water tub, take out 10
a given volume. plasticine balls from it (and
re-labelled as Container Q as
shown in Diagram 3a), and
put it back into the water tub.
Students record their
observations in Activity
Sheet 1. (Container Q
floats).

v. Teacher asks:
i. What happened to
Container Q when it was
put into the water tub?
ii. Why did it float after 10
plasticine balls were
taken out from it? (Less
number of plasticine balls
are in it).
iii. What aspect has
changed in Container Q?
 (Mass per unit volume)
b. Activity 4
b. Activity 4
i. Each group is given two
containers labelled as
Container P and Container
S. Students are asked to fill
each container with 20
pieces of plasticine balls.
ii. Students are asked to put
Container P into the water
tub and record their
observations in Activity
- Container P and Sheet 1. (Container P sinks)
Container S are of
different sizes where iii.Students are asked to
Container S is larger than predict what would happen to
Container P. Container S when it is put
into the water tub.
- When the same number Students write their
of plasticine balls is prediction in Activity Sheet
packed into Container P 1.
and Container S, it is
found that though both iv.Then students are asked to
containers have the same put Container S into water
mass (assumingly that water tub and record their
the mass of the observations in Activity
containers are negligible), Sheet 1.
Container S is said to
have less mass per unit v. Teacher asks:
volume compared to i. What happened to
Container P. Thus Container S when it was
Container S has a lower put into the water tub?
density than Container P. (Container S floats)

- Container S floats as its

density is less than the ii. Why did it float when it
water. Container P sinks had the same number of
as its density is higher plasticine balls as in
than the density of water. Container P? (It has
more space /volume).
- An important factor in
determining the density of iii. What aspect has
a material is its volume changed in Container S?
for a given mass. (volume)

- Conclusion
The density of an object
can change if either the
mass or volume of the
object is changed.

- Fluids, such as water,

have a certain density.
If an object is more
dense than water, it will
 sink; if it is less dense
than water, it will float.
Explanation -In both activities, plasticine 6. Teacher asks:
(10 minutes) balls represent the mass of i. In both activities, what do
the particles contained in the plasticine balls represent?
objects.
- If the same number of
ii. In Activity 3, how do you
particles contained (same
make Container Q sinks
amount of mass) in a larger
without adding more
volume, this will lead to lower
plasticine balls into it?
mass per unit volume, thus
(decrease the size/volume
lower density.
of the container).
- From the activities above,
we may conclude that
density is a measure of mass iii. In Activity 4, how do you
per unit of volume. make Container S sinks?
(adding more plasticine
-The density of a substance
balls into it or decrease the -The density of an
is the relationship between object is influenced
size/volume of the
the mass of the substance by its mass and
container).
and how much space it takes volume. By knowing
up (volume). the mass and the
- In all cases, density iv. So, what are the two volume of a given
determines whether an aspects that influence object, we can
object floats or sinks in a density? (mass and volume) calculate its density
liquid. 7.Teacher explains to students by using this
that object floats or sinks, is formula;
determined by its density Density (g/cm3)
- Water has the density of
compared to the density of the mass( g)
1g/ml. Any object has a =( ¿
liquid. volume (cm3)
density greater than 1g/ml,
will sink in water and Students are then introduced to
anything has a density lesser the formula used to calculate
than 1g/ml will float on water. density.

8. Teacher asks:
i. Now, can you explain why a
needle sinks and a wooden
block floats in water?

9.Based on this new

Elaboration understanding, in groups of
(15 minutes) four, students are led to give
examples on the application of
density in daily life. Students
are asked to list down as many
examples as possible.

10.Teacher selects one example

that can be investigated as a
class activity (or as a group
project / class competition).
Students may be challenged to
create various layers of liquid
such as shown in Diagram 4a
and 4b:
 a. ‘Teh C Peng’ Competition.
 Students in groups are Presentation
asked to make layered ‘Teh (ICT) /
C Peng’. verbally

 The group that creates the

most number of visible
layers of ‘Teh C Peng’ is the
winner.

b. Who makes the most

colourful ‘rainbow’?
 Students in groups are
asked to make layering
liquids using water, honey, ICT /
cooking oil, coloured salt Sketches /
solutions, soda, etc. verbally

 The group that creates the

most number of beautiful
layers of ‘rainbow’ is the
winner.

11. During the presentation of

the projects, students are
asked to:
i. state the number of layers Presentation
formed (ICT) /
ii. explain how to make the verbally
layering ‘Teh C Peng’ and
Evaluation ‘Rainbow’. (Students state
(5 minutes) the materials used for each
layer)
iii. explain why the layers
do not mix. (from the
aspect of density)

Answers are written in Activity

Sheet 1.

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IBSE or Not IBSE?

• Problem? – challenge / question need to investigate

• Procedure? – steps in doing the investigation
• Solution? – expected answers