Candy Bar Inquiry Density of Solid

Teacher Candidate: Carli Dovidio Date: April 16, 2017

Group Size: 22 Allotted Time 60 minutes Grade Level 4th grade

Common Core/PA Standard(s):

3.2.4.A1, Identify and classify objects based on their observable and measureable physical
properties
Learning Targets/Objectives:
Fourth grade students will be observing density. Students will learn about the scientific
calculation of finding the exact density of an object.
Assessment Approaches: Evidence:
1. Thumbs up/thumbs down throughout the 1. Students physical response
lesson 2.collect exit slips
2.Exit Slip
.
Assessment Scale:
4/4 points: answered the exit slip with mass and volume as answers, excellent
3/4points: answered one correct answer, proficient
2/4 points: both answers were incorrect, not proficient

Subject Matter/Content:
Prerequisites: Understand what matter is, what is volume and mass
Key Vocabulary:
Density: the more compact an objects particles and molecules are the more dense the
object will be
Compact: closeness

Content/Facts:
Density is measured by the amount of volume and mass an object has. The scientific
formula to figuring out density is dividing the mass by the volume.

Introduction/Activating/Launch Strategies:
Students will stand up and circle around the teacher table and view a demonstration that is
occurring. Teacher will have two cans of soda, one diet one regular, teacher will drop each
can in their own beaker. Teacher will pose the question Why did the diet soda float while the
regular soda sink? Think about particles and molecules, students will do back to their seats
without answering the question
Development/Teaching Approaches

Students will be given several candy bars

Students will predict which candy bar will float and which candy bar will sink
Students will perform the task, working in groups, of unwrapping each candy bar and
dropping it in the basin of water
Students will conclude their data on a data sheet
Students will have a large discussion of why some candy bars sank and others floated.
Students will be asked if there predictions where correct or incorrect.
Teacher will explain that sinking and floating is the measurable property of density.
What makes an object have greater density than others is the amount of volume and
mass the object has. The formula for finding out density is D=m/v
If you can find an objects mass and volume, youll be able to find their density.
Teacher will write examples of the board, if an objects mass is 10 and their volume is
100, what would the objects density be? Students answer (10)
Another example, a mass of 12 and a volume of 48 what is the density? (4)
Students will be given practice problems that will be done within their group.
Students will share their answers.
Teacher will write on the board the word compact. Teacher will explain that some of
the ingredients in the candy bars are more compact than other. If the amount of mass is
great and their volume is great the density would be great too. Teacher will explain
think about a rock, the rock is heavy, and you cannot easily pierce a rock with a
material. When you break the rock apart those smaller parts are hard and tuff to
puncture. Therefore, you can see how a rock would have a great density. If the objects
volume is 8 and the mass is 4 the density would be 2. If the mass of an object is 12 and
the volume is 6 the density would be 2. Therefore, the density of both objects are the
same.
Teacher will bring out 3 different candy bars for the students to observe and classify
again if they will sink or float.
Students in their groups will unwrap the candy and drop them in the basin. Students
will record their findings.
Teacher will explain now that you have a greater understanding of density, were your
predictions correct?

Closure/Summarizing Strategies:
Students will talk about the soda cans. Teacher will pose the question again about why the
diet soda is floating and the regular soda has sunk. Students will come up with their own
answers in their groups, each group will share their answer. Teacher will explain because the
diet sodas mass is different, in the diet soda it is missing sugar. Therefore the regular soda
has a greater mass.

Accommodations/Differentiation:
Student L.M. has a physical disability, student will be paired accordingly to help facilitate
activity. Materials will be brought to the student.

Materials/Resources:
2 cans of soda, 1 diet/1 regular
10 candy bars (miniature) per group all different
4 water basins for each group
22 data collecting worksheets

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Were the students engaged during the lectur?.

Did students understand that in order to find the density of an object they need to
divide the mass by the volume?

Additional reflection/thoughts

Exit Slip:
What are the two variables needed to find an objects density?

Write the equation you learned to find an objects density.

INQUIRY SHEET FOR CANDY BAR DENSITY