Lesson Plans Template
Major Concept
Grade/Age
A. Students know objects can be described in
terms of the materials they are made of and
their physical properties (color, size, shape,
attraction to magnets, floating, and sinking).
B. Students know water can be a liquid or a
solid and can be made to change back and forth
from one form to the other.
K/5-6
Learning Objectives
Floating and Sinking ~ Density of Water
1. The density of water is the weight of water divided by the amount of space it occupies.
Water density is primarily determined by both the temperature of water, as well as the salt
content of water, known as its salinity. Unlike other substances that tend to be most dense while
it is in the solid form, water is actually less dense when it freezes into its solid state (ice). Water
becomes most dense at approximately 39.2 degrees F just before it reaches its freezing point of
32 degrees F.
2. Cooperating with the teacher and classmates while working together in groups.
3. Listening to, and following directions for activity.
4. Being able to see that the ice floats in the water.
Materials
1.
1. Water
2. Ice
3. Thermometer
Lesson
The reason for this is that as water begins to reach 39.2 degrees F, the molecules move
closer together, which increases the water’s density. As water gets colder than 39.2 degrees F,
the molecules then start to move apart from each other to form a rigid crystalline structure,
providing an air space in the middle of this structure, making the frozen water lighter weight and
therefore less dense.
Explanation: Ice cubes floating in our drinks doesn’t seem strange at all. In nature, when
almost all other liquids freeze, they sink in their own liquid form. But water floats in its’ own
liquid form. Water in the form of ice expands instead of contracting like most materials, the
air space produced in the middle of the structure causes the ice to be lighter in weight, less
dense, so the ice floats.
Application Activity
1.
2.
3.
4.
5.
6.
Drop ice cubes into the water.
Ask the students if the ice is floating or sinking.
Explain further about the three forms of water or why ice floats.
Call 6 students to the front of the class to represent a very small bit of water.
Direct the students to the front of the room forming a small cluster of six children.
Pretend that the temperature drops (using a thermometer as a model if possible) to the
freezing point of water (0 degrees Celsius; 32 degrees Fahrenheit).
7. Have the children behave like the water molecules do.
Explanation: When water molecules freeze, they move slowly and into a structured
pattern like a circle with a big space in the middle. The children will demonstrate this by each
holding hands with one another and spreading out, then “freezing” into this position.
Follow-up/Homework
1. Making a story of the steps of the water freezing, and expanding, and then floating in
water; with pictures that the student drew to illustrate the story.
2. In an oral presentation in class demonstrating the freezing point of water and how the ice
expands into a circle like pattern.
Modifications:
For any students who have learning disabilities they need to be challenged by questions
that require a higher level of response or by open-ended questions that stimulate inquiry, active
exploration, and discovery students might prefer to design a game around the theme and
characters of a book, and provide pictorial or graphic representations and demonstrations. I will
allow visual learners to read and look at illustrations, charts and other visual aids; ask questions
and form group discussions to get these kids talking. Encourage dramatic presentations or roleplays. I would read aloud any instructions for the students with ADHD. And give these kids
objects to touch or feel what they're learning about. Make lessons active by having kids play
educational games or run relays. I would also provide directions, procedures, and rules; describe
them orally and in writing. Follow up by asking questions or by having students repeat or
paraphrase what they are to do; repeat key words often, using the same wording; ask for frequent
active responses. I can also break up information: teach a couple of steps, practice, teach a few
more steps, practice. And keep reminding students of the whole task; and point to steps on a
written list as they are demonstrated.
Resources Used to Create this Lesson (in APA format)
http://www.whyzz.com/why-do-ice-cubes-float
Koch, J. (2014). Teach. Belmont, CA: Wadsworth.