INQUIRY LESSON ON LIQUID DENSITY

Teacher Candidate: Carli Dovidio Date: 4/18/2017

Group Size: 22 Allotted Time 60 Grade Level 4th

Subject or Topic: Density and liquids

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 able to analyze the density of liquids. Students will then make
predictions of which liquid is denser than another. Students will evaluate their predictions by testing
the liquids. Students will be able to describe and record their information.
Assessment Approaches: Evidence:
1.Exit slip 1.collect their exit slip
2.Foldable posted in their science journals 2.collect their science journals
.
Assessment Scale:
2/2-excellent
-proficient
0/2-non proficient

Subject Matter/Content:
Prerequisites:
Key Vocabulary: Density-compact, how much matter is within the amount of space and how much the
matter takes up within that space. How many particles there are in a certain amount of space. Usually
measured in the units g/cm3
Content/Facts:
The density of liquids depends on the molecules within the liquid. Depending on the liquid it will
depend on the density. If a liquid has many molecules that are compact within the liquid it will be
denser than a liquid with few molecules.
Introduction/Activating/Launch Strategies:
Teacher will show two soda cans. One will be diet and the other will be regular cola. Students will
observe the cans and a volunteer will drop the cans carefully into water. Teacher will tell the students
that they will learn more about this phenomenon before the class is over.

Development/Teaching Approaches
Students will be asked to brainstorm one word that they can use to explain density.
Each student will write their one word on the board
After brainstorming teacher will distribute the materials needed for the activity
As well as a guided worksheet that will be stapled/taped into their science journals
Students will be given very few details about the experiment except that they need to follow three
steps.
1. Students need to predict which liquids are more dense and less dense on their guided notes
 sheet
2. Students need to slowly pour/drop the liquids into the cup
3. Students will then need to record their conclusions and check if their predictions were correct
The class will regroup to a big group discussion. Teacher will prompt students to discuss their
findings. Were they correct or were they incorrect?
Teacher will prompt students to return their attention back to the board with all the words that were
used to discuss what the meaning of density could be.
Teacher will circle words that would be best fitting.
Teacher will then explain to the students that depending on the amount of matter within the liquids and
then amount of volume in the liquids will depend on how dense an object is.
Baby oil:
Steak Sauce:
Hand Sanitizer:
Orange soda:
Teacher will show notes on the DocCam notes and explain. (see below for DocCam notes)
Students will create a foldable which will be done in a large group with explicit instruction
Fold paper in half, the cover says Density of Liquids
Inside students will draw a jar with four different colors
Students will be given densities that will need to be arranged correctly
On the right side of the fold students will note the two properties that determine density
(mass and volume) and the units in which they are usually displayed in (g) (cm3)

Students will be prompted questions which they will be answering independently

-Which density would go on the bottom which density would go on the top, which density would go in
the middlelabel your liquids

Students will get up and do an activity creating kinesthetic learning activity.

Students will make a jar using their bodies, students will be the liquids (5) in one group and (3) in the
other group. Students will be asked which jars liquid do they think is denser? Students than will go
on their knees (1 group) and will be asked which jar of liquid has more density? Students will answer
in a large group
Students will submit exit slip

Closure/Summarizing Strategies:
Students will go back to the soda cans. Teacher will pick a student to answer why they think the diet
can floated while the non-diet did not. Teacher will ask to students to shake the cans. Place them back
into the water and see what happens. Teacher will explain that the diet soda is missing the sugar
molecules therefor the carbonation is taking up the room in the can verse the sugar in the other can.

Accommodations/Differentiation:

T.Y. has some mobile difficulties, she will be given a clear path to make it to the teacher table to
discuss the soda can experiment and will be given a small syringe
Materials/Resources:
20 plastic containers with lids
5 small cups that are clear
22 foldables
Baby oil
Steak Sauce
Hand Sanitizer
Orange soda
2 cans of soda, one non-diet one diet
1 basin
5 spoons
crayons/markers

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

Remediation Plan (if applicable)

Personal Reflection Questions

Did I explain enough about density?
Were my students engaged?

Additional reflection/thoughts
DOC_CAM Notes
Density:
How much matter is packed into a certain volume
Show pictures and do the activity
Mass + volume (love formula)
The more mass an object has and the more volume an object has the more
dense the object will be
Mass is usually measured in the units grams
Volume is measured in the units cm3
When measuring density you write units as g/cm3
Exit Slip:
Name two properties that cause an object to have density?