Exploration of Density (3 centers)

Teacher Candidate: Carli Dovidio Date: 4/14/17

Group Size: 22 Allotted Time 60 mins Grade Level 4th

Subject or Topic: Science, what is density?

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 identify the definition of density by inquiry science.
Students will be placed in three centers around the room building on their idea of a
definition of density. Finally, students will observe and analyze all the data they
collect. Students will be given a guided worksheet that will need to be filled in that
will be added to their science notebooks. Students will be able to work in groups to
complete assignment.

Assessment Approaches: Evidence:

1. Anecdotal notes will be taken during center 1. teacher will have a physical copy of the
time. anecdotal notes
2. Red, Yellow, Green Light at the end of the 2. students will be placing their name on
class. Students will be asked their comfort either the Red, Green, or Yellow light at the
level and how confident they feel from their end of the class
exploration. 3. Students will be handing in their worksheet
3. Students will need to fill out a guided taped in their science notebooks to be graded
worksheet and hand in the work in their
science notebooks
.
Assessment Scale:
Science notebook:
10-Excellent Documented items in each center, created predictions for each activity, and
collected similar details in the story text
8-Proficient Documented most items in each center, created 3 out of the 4 perfections for each
activity, and collected 2 similar details in the text set
6- Needs work, Documented less than half in each center, created 2 out of the 4 predictions for
each activity, and collected only 1 similarity in the text set

Subject Matter/Content:
Prerequisites: Students will understand matter, understand what is a solid, gas, and liquid
Key Vocabulary: Compactness, dense, distribution
Content/Facts:

Introduction/Activating/Launch Strategies:
Teacher will bring out the activity that the class left off with the class prior. Three beakers,
each beaker with one egg in each. Each egg is displaced differently. One egg is floating, one
egg has sunk, and one egg is submerged half way. This will be viewed but talked about at the
end, in the closing.)

Teacher will have four squares taped on the floor. Students will be numbered off (make sure
there are an uneven amount of students in each square.) Students will be asked to move into
the square that matches the number they were given. The question asked to the class will be
which square do you think is most dense with people?

Development/Teaching Approaches
Teacher will explain the more compact the matter is, will determine how much density
the matter will have. Students will still be in there squares, teacher will walk around
the squares.
SQUARE 1: has 5 students
SQUARE 2: has 3 people
SQUARE 3: has 10 people
SQUARE 4: has 4 people
The squares are all the same size, however there are more people in #3,
therefore, can we all agree that there is more matter in square number 3? Teacher will
explain that the more compact an object is, the more matter it will have. Now can
anyone give me a definition of density? Has anyone heard the saying Youre as dense
as a door knob! Students will answer, teacher will ask students to talk to their
neighbor about what they think density is.
Teacher will explain that students will be working in four different centers
within their groups to discover their own processes of what would be a good definition
of density. As the students observe, communicate, and record the information at the
end we will regroup and discuss everyones findings. Students will be given graphic
organizers to help them focus on the importance of each center.
Students will be broken into groups. There will be four centers placed around the
room. Each center will have ample opportunity for exploration and observation.
Students will be given 10 minutes in each center to explore, analyze, and identify what
density might be.
1. Frist Center:
(i) Sink or Float
a. Students will be given several objects they will need to
determine first if they think these objects will float or sink
b. Students will place objects one at a time in the water and see if
their predictions were correct.
c. Students will record their findings and write any important data
that they may have made the items sink or float (at least three
items)
2. Second Center
 (a) Make a Boat and Float
(i) Students will be given objects that they will need to create a floating
boat.
(ii) Students before they put the boat into the water will need to predict if
they think what they have created will float.
(iii)Students will then trail their creation and see if it floats. Students will
record how they created the boat by drawing a picture or using
describing words.
(iv) Students will then record any important information they concluded
after their creation.
(v) If students have more time, they will be able to try to create a boat until
it floats.
3. Third Center
(a) Students will have a collection of text sets, What Floats? What Sinks? By,
Boothroyd. J Who Sank The Boat By, Allen, P. Things That Float and
Things That Dont By, Adler, D
(b) Students will need to read the books and collect three details that each book
shares about density.

After the rotation of each group in each center everyone will return to their seat. As a
class we will upload on the smart board a blank sheet that is labeled What does
Density Mean to Us? as a class students will be having a class discussion of what
details they found to support their definition. Students will volunteer to add their
explanations, descriptive words, and any data they collected in the centers to help
configure a definition for density.
As a group we will discuss predictions students had made if they were correct or if they
were not.
At the end of the lesson the teacher will write up the formal definition of density on the
board. Students will need to write the formal definition in their science notebooks and
tape in their guided worksheets that they filled in throughout the centers. Density can
be described as how compact and object is. It is the number of molecules in an area or
the mass of the matter, the denser the object is, the less likely it is to float.
Students will then hand in their science notebooks for points.

Closure/Summarizing Strategies:
Students will go back to the eggs and the graduated cylinder demonstration from the beginning
of the class. Students will make their observations about why the eggs did what they did.
Teacher will explain what has happened to the water. Students will open their science journals
and draw a picture of the three beakers and three eggs. Students will need to come up with an
idea of why they think the eggs did what they did. (This is in class.) Students will share their
ideas.

Accommodations/Differentiation:
W.W. has difficulty working in groups, he becomes very intimidated to share his ideas. When
he is put in these situations he becomes a learned helplessness learner or passive learner.
During the centers he will be in my radar to make sure he feels comfortable and is taking the
correct data necessary to get the points needed for his science notebook assignment. A web
link will be shown for a visual for the students.

Materials/Resources:
YouTube video link: https://www.youtube.com/watch?v=eQuW8G2QV_Q
Materials for the four centers:
4 empty beakers
4 of each liquid labeled in a separate plastic cup
20 items to be made into a boat
3 water baths filled with water
20 items to be used in the sink or float center
Internet web-link for the egg experiment http://curiouslittlekid.com/preschool-
crafts/science/amazing-egg-experiments-part-2/
Text Sets:
Boothroyd. J. (2010) What Floats? What Sinks?. Minneapolis, Lerner Publishing Group
Allen, P. (2012) Who Sank the Boat?. New York, NY, Putnam Publishing Group, U.S.
Adler, D. (2014) Things That Float and Things That Dont. United States, Holiday House

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

Remediation Plan (if applicable)

Personal Reflection Questions

Did the students utilize the centers in the best possible way
Did my guided worksheet offer enough inquiry for students or did they seem to be
lost
Did students have the ability to configure a definition about density through this
process or was something missing that could be added to encourage a better outcome.

Additional reflection/thoughts
WORKSHEET: for centers
FIRST CENTER: SINK or FLOAT!
Predictions: Pick items that you think are going to float and items you think are going to sink?
1.
2.
3.
4.
SECOND CENTER: Dont sink the boat!
Predictions: Pick items to make a boat, choose at least three items and write them below. Lets
see if they float!
1.
2.
3.
4.
CENTER THREE: Understanding the vocabulary, READ ME!
1. Explain in your own words what density means? Use descriptive words

2. What do the objects that sink have in common?

3. What do the objects that float have in common?