Science
SCI.IV.1.1
Grade: 6
Strand IV:
Using Scientific Knowledge in Physical Science
Standard 1:
Matter and Energy - All students will measure and describe the things
around us
Benchmark 1:
Describe and compare objects in terms of mass, volume, and density.
Constructing and Reflecting:
SCI.I.1.2 - Design and conduct scientific investigations.
• Experiment with floating and non-floating objects to discover that objects with a density of more than 1.0 g/cm3 sink in
water.
• Experiment with balloons to prove that air has mass.
SCI.I.1.4 - Use metric measurement devices to provide consistency in an investigation.
• Experiment with metric measurement tools to demonstrate proper usage.
Vocabulary / Key Concepts
Context
Units of density – grams per cubic centimeter or
grams per milliliter
Common objects and substances
Measurement Tools
• balance,
• measuring cup or graduated cylinder
• metric ruler
See I.1.MS.4 Making measurements
Knowledge and Skills
Resources
Students will measure the following physical properties
of matter: volume, mass, and density.
• Mass—for a solid, a liquid and a gas use a balance.
(Helpful hints: for liquids use a beaker, for gases
use a balloon. Students should remember to
subtract the mass of the container.)
Mass the amount of matter (stuff) within an object.
Tool: balance. Units: milligrams, grams.
Coloma Resources:
Equal Mass Set from Wards with instructions
and activities
•
Volume—for solids use water displacement or
mathematically formulas. For liquids use a
graduated cylinder. A gas always fills its container.
Volume the space an object takes up, regardless of
shape. Tools: ruler, graduated cylinder. Units: cubic
centimeter, milliliter, liter.
Equal Volume – See Labs (attached).
Other Resources:
• AIMS: Math and Science :A Solution
Grades 5-9
•
MSU unit Matter and Molecules
•
Density of Student
Density—can be calculated by mass divided by
volume.
Density the proportion of the amount of mass in a given
space, calculated by mass.
•
AIMS – Balloons
•
Michigan Teachers Network Resources
Weight Weight is not the same as mass. Weight is the
result of the pull of gravity on an object. For example,
on the earth if you weigh 100 pounds, on the moon you
would weigh 16 pounds while the mass remains
constant.
•
Science Explosion: “Measurement oh
Measurement”, “Words & Tools of
Measurement”
Students also will identify differences in density in
objects of the same volume. For example, a brick
versus a piece of wood of the same size. The brick is
more dense because it has more matter (stuff) in the
same amount of space.
•
BCISD – Resources in Physical Science
•
Matter / Mass / Atoms / Molecules –
awesome resource site
Students are often confused by the terms physical
change and chemical change. It is important that they
understand that mass remains constant in a physical
change in closed systems. The amount of matter (stuff)
remains the same; only the distance between the
particles and the motion of the particles change.
•
NASA Explores – Density Column Lab
•
Students will:
· Describe the following physical changes in matter:
• Evaporation
• Condensation
• Sublimation
• Thermal expansion
• Contraction
• MEGOSE: Appendix A
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim
471-7725x101 or email jlim@remc11.k12.mi.us
IV.1.MS.1
Scales & Tales - Environmental Fun with
Measuring from the Lake County Solid Waste
Management District
6th Grade Science Curriculum
Technology Resources
IV.1.MS.1 Describe and compare objects in
terms of mass, volume, and density.
Vernier Probes available: Force Sensor
Instruction
Benchmark Question: How are physical properties
used to describe and compare matter?
Focus Question: How can objects be described and
compared in terms of mass, volume and density?
Set out several different liquids, gases and solids,
containers of various sizes, and measuring devices
(balance, graduated cylinders and metric rulers).
Have students create a table, completing the mass,
volume and density of several of these items. After
investigation, discuss and compare values for liquids,
gases and solids. Have students also discuss the
differences in individual measurements within the class,
focusing on limitations of personal knowledge.
Have students research and present a scientist and
describe how they utilize mass, volume, and density in
the work they conducted.
Assessment
Optional Assessment:
Pass out the appropriate measuring tools and the
following items to each group: a piece of
Styrofoam, oil, water, and marbles. Have students
arrange the first four objects from least dense to
most dense. (Students must calculate density of
these objects). Students should then draw and
label a picture of these items when combined in
one container and justify their answers using
density calculations.
Finally, students should hypothesize: if air is added
to the bottom layer of the container through a
straw, predict what would happen to the air.
(Give students rubric before activity.)
Scoring Rubric
Criteria:
Accuracy of layers:
Apprentice - Illustrates and labels layers in
incorrect order.
Basic - Illustrates and labels some layers in
correct order.
Meets - Illustrates and labels all layers in correct
order.
Exceeds - Illustrates and labels all layers in
correct order with neatness and accuracy that
exceeds expectations.
Criteria:
Correctness of explanation:
Apprentice - Utilizes density calculations to
explain drawing but fewer than two calculations are
correct.
Basic - Utilizes density calculations to explain
drawing but only two to three calculations are
correct.
Meets - Utilizes correct density calculations to
explain drawing.
Exceeds - Utilizes correct density calculations to
explain drawing and shows all work.
Criteria:
Correctness of hypothesis:
Apprentice - Writes an incorrect hypothesis.
Basic - Writes a hypothesis with some
inconsistencies. Writes a complete and correct
hypothesis.
Exceeds - Writes a complete and correct
hypothesis based on past experimentation.
Teacher Notes:
Scientists describe and compare objects and substances by measuring them using standardized equipment.
Objects have size (length, area, volume), mass, weight and temperature. Substances have density (a property
that is independent of the amount of the substance). (JCISD)
Focus Question
• How can objects be described in terms of mass, volume and temperature?
• How is the density of an object different from its mass or volume?
• When is it appropriate to measure the weight of an object rather than its mass, or density rather than
volume?