Nowak

**__Density__** __Lab__ Grade: 9 Class: Matter and Energy Concept: Calculating Densitiy Primary Standard: D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests Technology: Using Excel to create a table using equations and create graphs
 * The project as a whole can be seen here.**

Objective:Students will performa a lab to determine the densities of different items that are commonly found in everyday life.

Assessment: Students will be assessed on their participation in the lab and their level of focus on the lab, the presence of all the major portions of a lab report, a clear, concise lab notebook that would allow for replicability, and the students’ ability to create a bar graph using a spreadsheet.

**SCHOOL OF EDUCATION – DEPARTMENT OF TEACHER EDUCATION** = = = LESSON PLAN FORMAT AND GUIDELINES = = EDU 010 Field Experience One – use for EDU 200 Project = = =
 * MARIAN UNIVERSITY **

** Grade Level: ** 9 **Subject:** Matter and Energy

** Concept ** : Density

**// Alignment of standards, objectives and assessment(s)t for student learning //**// : // ** Student Technology Standards ** 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. || Students will perform a lab to determine the densities of different items that are commonly found in everyday life. Students will create a graph that will compare the densities of different household items. Students will have to use the equations that are set in Excel or a similar program to create a table of data that can be altered without having to do new calculations. || Students will be assessed on their participation in the lab and their level of focus on the lab, the presence of all the major portions of a lab report, a clear, concise lab notebook that would allow for replicability, and the students’ ability to create a bar graph using a spreadsheet. Students will be assessed on their ability to create the graph and the accuracy of their graph as laid out in the rubric. Students will be assessed on their ability to input data, create an equation, and manipulate the data to display the densities of the materials. ||
 * // Model Academic Standard(s) or Early Learning Standard (EC majors) // ||  // Learner Outcomes/ Objective(s) //  ||  // Type of Assessment(s) //   // (If applicable attach rubric, test or other assessment instrument //  ||
 * D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests

** Teacher background knowledge needed for the lesson: **

I will need to know the formula for determining density, Mass/Volume (grams/milliliter) The density of: Glass= 2.42 g/mL Steel= 7.8 g/mL Penny= 8.93 g/mL Graphite= 2.25 g/mL Lead= 11.4 g/mL Aluminum= 2.7 g/mL Water= 1 g/mL How to use equations in Microsoft Excel How to create graphs in Microsoft Excel

** Student prior knowledge needed for this lesson and student’s possible misconceptions about what is going to be taught: **

The students will need to remember the concept of density which would be taught the day before. They will also need to remember how to calculate density.

What misconceptions might they have about the concept that is being taught? A common misconception walking into the lab may be their personal guesses about the densities of the different items in the lab.

** Type of lesson (__introduces__ a concept/skill/strategy, continues __development__ of a concept/skill/strategy, __completes__ instruction of a concept/skill/strategy): Rationale for the lesson: **

This lesson completes the instruction of the concept of density. It is an opportunity for students to get hands-on experience when dealing with density.

** Teaching Strategies/approaches: **

The main form of instruction will be hands-on interactions. Students will be in the lab doing the measurements and making the calculations. There will also be the cooperative learning aspect as the students will be working with their lab partner. Discovery learning is another teaching strategy as the students will be, for the most part, working independent of the teacher to find their answers.

** Classroom management considerations: **

I will need to remember that these are freshman students. They can be rowdy and when they are in a lab setting, it is a little less structured; this can lead to issues. I will also need to monitor the students and make sure they are all participating in the lab. In addition to this, students will be handling a toxic substance, lead. I need to be aware of the behaviors of the students and their actions when the lead is in their possession. Another hazard can be the broken glass. I will also be walking around the classroom to ensure that the students remain on task. I will be making formative assessments for the Safety and Participation portions of the rubric.

** Materials: ** The materials needed for this lesson include: Students will need to bring their lab notebooks.
 * Graduated cylinders
 * Pennies
 * Glass
 * Stainless Steel
 * Aluminum (from a can)
 * Lead
 * Graphite
 * Gloves
 * Lab procedures
 * Computers

** Procedures: (__Detailed__ list of steps) ** I will make sure that the lesson on the previous day is fun so the students don’t hate the idea of density. The day of the lab, I have a sample of each of the materials laid out in the front of the room. Students will be handed a copy of the lab as they walk in. I will let them get to work as soon as they are ready to go with their lab partner, and they have signed a paper saying they will be careful with the materials due to the hazards in the lab. This paper will be on the front of their lab sheet. Allowing them to get to work right away will cause a sense of urgency, because everyone wants to be first.
 * Engagement

How will you present the lesson? These will include multiple steps. This should be in bulleted or numbered format.
 * Development of lesson
 * Once, all students are present, I will have them pause what they are doing and go over how to safely handle the different materials
 * Allow students to work as a member of a group with their lab partner
 * Allow students to learn independent of the teacher through discovery learning
 * Monitor time for students.
 * Start clean up 25 minutes before end of class
 * Go over graph and equation instructions in the last 15-20 minutes of class
 * How to insert equations
 * How to create a graph

No special accommodations need to be made. Students will be able to accomplish the lab as designed.
 * Accommodations to support student learning

The lesson will be wrapped up by bringing in real-life examples of how density is used. These examples include, but are not limited to, forensics, medicine, chemistry, physics, and biology. Explain that density is also used with populations.
 * Closure of the lesson

Students will have to complete their lab write-ups to a satisfactory level as laid out in the rubric. Students will also need to create a bar graph representing the different densities of the materials tested. The graph and table created in class will need to be inserted into their lab notebook.
 * Extension Activity/Homework Assignment (if appropriate)

P ** roject Narrative **


 * As I started this project, I thought about who my target audience would be. I came to the conclusion that a 9th grade general science class would be best. This is the level where they should know how to do the basic calculations as laid out in the DPI standards, but they need work on the documentation portion of science. I knew that many students have to do similar labs. They are simple so students don’t need to worry as much about the procedural aspect, but they are able to focus more on the technique and the follow up. The requirement of using Microsoft Excel in creating graphs is a skill that I have used in college. It is important that students learn these skills early. **
 * After creating the idea for my lesson, the next logical step was to put it down in the lesson plan outline provided by Marian. Doing this allowed me to figure out what parts of the lesson I had down and which parts I needed to spend a little more time on. I looked at the DPI science standards and saw what was expected to be accomplished by the end of 8th grade, so I took it just a little bit further. I created a lab that was similar to labs that I have done in the past, both in high school and college. I wanted to make sure that there was a definitive way to incorporate technology at a level that is expected of high school students. Also when developing this lab, I thought about the knowledge level of a high school student and the typical aspects that they have the students look at. This is where I came up with the idea to do the densities of common household items. **
 * The next step was to incorporate a NETS Standard. For this I looked in my textbook at the S-NETS and saw standard number 3, Research and Information Fluency. I saw that it talks about using digital tools to process data and report results. This is an important portion of the lab. The whole purpose of the graph was to demonstrate that the students were able to use the tools in Excel to create and process the data. As part of Bloom’s Taxonomy, students had to //illustrate// their findings with these graphs. **
 * The next step was to create a rubric. After looking at the different options on rubistar.4teachers.org, I realized that the students needed to do more than simply create a graph. Students would need to do a lab report to accompany the graph. From there I developed a rubric surrounding the ideas that I wanted to see in the report. It was imperative that the directions I created included the many different aspects of the rubric, so I delayed making my directions until the rubric met my specific expectations. **
 * After creating the rubric, I knew the next step was to create the lab procedure. The procedure would have all the directions for the students, and I would be able to base the report directions on the rubric that I had just created. The lab instructions were fairly simple to create. I knew that they would need to be fairly specific, especially since this was geared towards high school freshman. If you give them too much freedom, they tend to stray and are unable to complete the lab properly. **


 * While I was creating the procedure, I realized that the students would benefit the most if they could see an example of what their table of information and the graph should look like. I created a table and graph to show them an example, but I didn’t do it on densities. This way I could ensure that the students did their own learning and were able to apply what they saw in my example to their own notebooks. **
 * This entire class was made up. I have not seen in any of my classes anything that resembles the class in my project. This particular class is supposed to be a 9th grade, general science course. Students are supposed to go over the basic skills that are needed in other science courses. The classroom as I envision it is similar to the one that I was in when I was in high school. Part of the room is an actual class with desks. The other part of the class is a series of lab benches. Along one of the walls is a series of computers for the students to type up their classwork. **
 * The lab is designed to either be a continuation or a wrap-up of the unit on density. It fits in nicely as going in a bit more in depth with some of the concepts or as the hands-on activity to bring everything together. The skill level of the students does not need to be that high. Students do not need a high level of skill to accomplish this lab. The basics, like being able to read a graduated cylinder, as well as a few mid-range computer skills are needed. The directions are fairly clear, and students should be able to create the required charts and tables. **
 * The final project as a whole can be viewed here. **