SUBJECT: Science

GRADE: Fifth

TECHNOLOGY: Spreadsheets

BY: Michele Cadenas, Harvey Kelly, Lisa Rainen

Target Grade/Subject

The target audience for this science lesson is a fifth grade heterogeneous class. Previous lessons have included measuring the mass and volume of certain objects using a balance scale and a graduated cylinder. In addition, students are proficient in using a spreadsheet application.

During the fifth grade, students should be encouraged to use logic to understand and formulate concepts and ideas. In view of Jean Piaget's theory of cognitive development, students are in the concrete operational stage of development. In this stage, the child recognizes a logical stability to the physical world. He/she has acquired the abilities to handle the operations of conservation, classification and serration. In addition, he/she recognizes that physical elements can be changed or transformed and still conserve many of their original characteristics. He/she also understands that these changes can be reversed. The student now possesses a complete and logical system of thinking and capable of attaining meaning from more abstract concepts.

From a sociological-cultural perspective, peer collaboration is an important element to cognitive development. Working cooperatively, students become active assistants in the acquisition of knowledge. In striving to understand one another, they provide appropriate scaffolding to support new learning.

The following lesson is designed to address the students' capabilities during this stage of development. In cooperative groups, the students will perform hands on experiments to understand the concept of density.

Objective

1.        Given an assortment of fruits, each student will work in groups to calculate and graph the density of each fruit with 100% accuracy.

2.        Given a cooperative task within a small group setting, each student will actively participate and contribute to project completion to the satisfaction of all other group members.

Virginia Standard of Learning

Science: 5.1 The student will plan and conduct investigations in which appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time;

• data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams);
• accurate measurements are made using basic tool (thermometer, meter stick, balance, graduated cylinder)

Materials

Five of the following: apple, bell pepper, star fruit, balance scale, large graduated cylinder and computer with Microsoft Excel spreadsheet application

Other materials needed: a basketball, a bowling ball, water, toothpicks, paper towels and a printer (connected to the five computers)

Lesson Description

Introduction

• Begin by reviewing previous lessons of mass and volume.
• Introduce the concept of density to the class. Show the basketball and bowling ball to the class. Allow student volunteers to come forward and describe the similarities and differences between the two objects. (Responses should include that the size is similar, yet the weight is different)

Content Focus

• Discuss density with the class using the following questions:
  • Why do you think the bowling ball weighs more than the basketball?
  • How could you calculate the density of an object?

• Write the formula for density on the board.

  Density = MassxVolume

• Write a definition for density on the board.

  Density = the mass per unit volume of a substance.

• Stress the understanding that the greater the mass of the substance does not necessarily mean the greater the density.
• Tell the students that you have calculated the density of a fruit earlier today and that you have hidden this secret' fruit in your desk. Explain to them that they will have to discover what fruit is hidden in your desk by calculating the density of the following three fruits (an apple, a star fruit and a bell pepper).
• Have the students determine what equipment they will need to make the appropriate measurements. (Responses should be a balance scale [mass] and a graduated cylinder [volume]).
• Divide the students into five heterogeneous groups and give one of the following to each group: a balance scale, a large graduated cylinder filled half way with water, an apple, a star fruit, a bell pepper, toothpicks and some paper towels (just in case they spill some water).
• Circulate among the five groups as the students measure the mass and volume of the three fruits. Make sure the students use the toothpicks to submerge the fruits completely under water while they measure the fruits' volume. Assist the students as they calculate the density of the fruit.
• Assign a computer to each group and have the students plug in their measurements for mass and volume using the spreadsheet application. Students can check their calculated densities with the computers' calculations.
• Have the students graph the densities of the three fruits on a bar graph using the spreadsheet application. The students will give their graph a title, label the graphs axes and write a short paragraph about their findings and understanding of density. The paragraph should include the answers to the following questions:
  • What is the relationship of mass to density?
  • What is the relationship of volume to density?
• Direct students to print and post graphs at the front of the room.
• Tell the students the density of the fruit that you have hidden in your desk.
• Have each group predict the secret' fruit according to their groups' findings.
• Reveal the secret fruit from your desk.
• Have students troubleshoot discrepancies to determine where possible mistakes were made (measurements, data collection, calculations, or spreadsheet input).

Closure

• Discuss the students' understanding of density by asking the following questions:
  • Who can explain the concept of density to the class?
  • How can you apply what you have just learned about density to practical life problems?
• Have the students' problem solve through the following scenario:
  • While diving off the Cayman Islands, you and your best friend discovered two identical treasure chests. From the ship documents that you have recovered, you know that one is full of gold coins and the other silver coins. Although you can not open them, you have x-rayed the chests and know that they are both completely full. Your well-equipped vessel has started taking on water at a rapid pace. The life raft is only big enough for you, your friend and one treasure chest. Knowing that gold coins are worth much more than silver coins of the same size, what more would you need to know to decide which chest to take?

Evaluation Procedure

• Assess the students' individual knowledge of mass, volume and density while circulating around the room during the cooperative group work and during discussion questions.
• Each of the groups will turn in their printout of their spreadsheet graph and the paragraph indicating their understanding of density. Be certain the students calculate the density of each fruit correctly in their graph and that they include an understanding of the concept of density in their paragraph.
• Each student will be evaluated by the members of their cooperative group using the Peer Evaluation form attached.
• Each student will be individually assessed by completing questions on density in the matter unit test.

Your Name: __________________________

Group Member's Name: __________________________

Check the appropriate box for each item (add comments if necessary).

Excellent

Satisfactory

Needs Improvement

Contributed to measurement activity

Compared calculations on density with other group members

Contributed to graphing activity

Cooperated with group members

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