Middle Childhood Education Student Teaching

Middle Childhood Education Lesson Plan Template v. 3

Teacher Candidate Name: Benjamin Wozniak

Lesson Title/#: Matter: Density- Lesson 3
Grade Level: 6th (49 minutes)
Lesson Foundations
Content Standards Physical Science.6.1.1: All matter is made up of small particles classed atoms. Each atom takes up space, has
mass and is In constant motion. Mass is the amount of matter in an object.

Reading: Informational Text: Key Ideas and Details- 1: Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
Learning Objective(s) 1. Students will calculate the density of different objects Assessment(s) 1. Density Lab (LO1,2)
using their own measurements for mass and volume. 2. Density Lab Debrief (LO1,2)
Include LO being
addressed
2. Students will analyze the densities of different
objects.
Materials & Resources Materials:
-Slides
-Density Lab
-Calculator
-Ruler
-Balance
-Gummy Bears
-Jolly Ranchers
-Caramel candy
-Gum
-Pencil
-Cups
-Extension lab questions

Resources:
-Smartboard
-Density lab adapted from: https://www.teacherspayteachers.com/Product/Candy-Bar-Density-Lab-24938
and https://www.teacherspayteachers.com/Product/Gummy-Bear-Science-Lab-105477

B. Wozniak, 2017
 Middle Childhood Education Student Teaching

Instructional Procedures/Steps
Note when you are addressing a learning objective and when enacting an assessment.

Teacher will Student will

Instructional procedure, questions you will ask, checks for What will students be doing?
understanding, transitions, and evidence of culturally responsive What evidence of learning will students demonstrate?
teaching practices. Student-centered learning/opportunities for practice and application.
Opening Review Density Lab (LO1,2) Review Density Lab (LO1,2)
___5______ Minutes 1. The teacher will go over the agenda and review 1.
what the students did to start the Density Lab the day
before.
2. The teacher will introduce the rest of the lab to the
students.
-How should you measure the gummy bear after you -We need to measure it the same way we did yesterday
take it out of the water?
-For Part 2, which measurement do you need to do -We need to measure the mass first, because we want to
first? Why? measure just the candy and not any water it might absorb.
Instruction Density Lab (LO1,2) Density Lab (LO1,2)
____29_____ Minutes 1. The teacher will pass out the supplies for the rest of
the lab.
2. The teacher will instruct the students to answer the
questions on the lab individually.
3. The teacher will monitor the students as they are 3. Students will complete the lab and answer the questions
completing the lab and will assist any student who individually.
asks. -Part 1:
1. Answers will vary but will all start with, My hypothesis
was right/wrong because
2. Answers can vary, but they should be similar.
3. The density of the gummy bears after being in water is
the same (very similar) to what it was before. This is
because mass increase just as much as the volume did. It
does not matter that both grew. It also helps that waters
density is lower than the gummy bears to begin with.
-Part 2:
1. Answers will vary, should be Carmel>Jolly Rancher>Gum.
B. Wozniak, 2017

-Should more than one person do any of the
measurements?
-Are there any benefits from measuring the volume
two different way?
-Why would we test four different types of candy?
4. For an extension, students can find the densities of
the other colors of the gummy bears and Starbursts to
see if flavor or coloring affects density at all.
Closure Density Lab Debrief (LO1,2)
___15_____ Minutes 1. Once all of the students are done with the lab, the
teacher will lead the students in a discussion about
the lab.
-What was the main point about finding out the
density of a gummy bear before and after it was put in
water?
-So would a gummy bear the size of this school, if it
were made of the same ingredients have the same
density?
-We put the gummy bears in water. Would we have
seen a different result if we let the gummy bear soak
in some other liquid?
B. Wozniak, 2017
Middle Childhood Education Student Teaching
2. Answers will vary. Possible explanation: I picked the
caramel to have the greatest density because was the
heaviest.
3. The difference between the densities are based on what
the candy is made of. The size of the candy does not really
matter
(Assessment #1)
-We should have multiple people do each measurement
because if they all get the same answer then we can
reasonably sure we are getting an accurate reading.
-If you get something similar both times, then you know you
have been accurate.
-To get a clear picture that density depends on what the
object is made of.
4. Students can complete the extension if they finish early.
Density Lab Debrief (LO1,2)
1.
-It shows that even though the mass and volume increased
the density stayed the same because it was still a gummy
bear. An object made up of a certain material should always
have the same density no matter the mass or volume.
-Yes it should have the same density.
-A liquid with a density greater than the gummy bears might
have changed the density of the bear after it soaked in it.
Because the gummy bears density is higher than waters
and since there is probably water in the gummy bear, it had
not effect.
 Middle Childhood Education Student Teaching

-What about the second part of the lab, did anyone see
the outcome they predicted? How did you choose the
correct order?
-What those who did not predict correctly? What lead
you astray?
-I thought the caramel would be the densest because it was
the heaviest and seemed to have a similar volume to at least
the Jolly Rancher.
-I thought the gum felt heavy even though it has a small
volume. The other two felt appropriate for their size.

-Now that you have figured out the density of all four
candies from this lab, what can you say is the most
important factor when it comes to density?
-Based on what we have seen in this lab and the past couple
of days, what an object is made of matters the most when it
comes to density. Like with the planets, even when
something has a very big mass and volume, its density can
be much smaller compared to another object with a much
smaller mass and volume.
(Assessment 2)

Modifications/Accom -Instructions given multiple ways for all learners.

modations/Enrichme -Opportunities to work in small groups for all learners.
nt -Visuals on slides for visual learners.
-Opportunities to demonstrate understanding orally with the Density Lab debrief and through writing on the Density
Lab.
-Hand-on learning with the Density Lab for all learners.
-Agenda discussed for IEP student as indicated on his IEP.
-Materials available in large print for IEP student with visual impairment.
-Extension for the Density Lab available for gifted students.
-Organizational chart for data on Density Lab Handout for IEP student and students who need help with
organization.

B. Wozniak, 2017