Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1A Properties
Revised Session Nine
Math and Science
Mastery Objective
Materials
Activator
8:45 am – 9:15 am
(30 minutes)
Students will be able to:
 Examine and investigate the importance of temperature on the
molecules of solids, liquids, and gases
 4.OA.5 Generate a number or shape pattern that follows a given rule.
Identify apparent features of the pattern that were not explicit in the
rule itself.
 5.MD.5 Relate volume to the operations of multiplication and addition
and solve real world and mathematical problems involving volume.
 Class set of Math Forum Problem Four Dates
 Four Dates Math Fundamentals Problem Packet for Teachers
 1 X 2 piece of wood
 2 X 2 piece of wood
1 cm
2 cm
 piece of sponge
2 cm
 piece of tile
2 cm
 piece of Styrofoam
Note: Try and make the pieces of
 bar of soap
wood from the same large piece so
 1 triple beam balance per group
they can compare the density later.
 metric ruler
The soap will be broken so make sure
 calculator (optional)
you have enough.
 paper towels
Question of the Day? (Math Forum Activity)
Four Dates [Problem #5311]
Four Dates provide an opportunity to investigate patterns on a different kind of
grid. The part of the original Math Forum question that asks students to “Write
a rule for using the lowest number in any 2 by 2 block of dates to find the sum of
the 4 dates” has been omitted for this session. Many students have experience
exploring patterns on the 100- grid. Refer to the Answer Check, in the Teacher
Packet for prompts. The Extra involves using that rule inversely to find the
lowest number in a block with a given sum.
1. Tell students they will explore the number patterns on a calendar by
finding the sum of 2 by 2 blocks of dates. Demonstrate “2 by 2 blocks” of
dates with the calendar, so that students are clear about the language.
2. Distribute the problem and model calculating the sum of four blocks by
writing a number sentence for a sample 2-by2 block of dates. Ask student
how estimation can help in deciding which group of numbers to “test”.
Remind students that the problem has multiple questions that direct them
to: find the lowest sum, greatest sum, and to generalize the pattern to find
a given sum.
Young Scholars Instructional Plans
“What’s the Matter?”
Math and Science
Integrated Focus Lesson
Part 1
(45 minutes)
9:15 am – 10:00 am
Fourth Grade
Unit 1A Properties
IPC Properties “Props” of Matter Unit-Density of Regular Shaped Solids
Key Question: How would the densities of wood, sponge, tile, Styrofoam, and
soap compare?
Resource Notes: Please refer to the full lesson “Density of Regular Shaped
Solids” pp. 7-11 in the IPC “Props” of Matter unit. Student responses/answer
key is included for the Explain section.
These lessons are designed using the 5 E’s Model. This lesson is being divided
into a Part 1 and Part 2 for this YSP session format. These lessons are NOT part
of the What’s the Matter? Unit that has been used for previous lessons.
1. Tell students that a triple beam balance is standard a laboratory balance
which is used to determine the mass of objects. Model how to correctly
operate the triple beam balance. Calibrate the scale by making sure that the
three riders on the beams rest on the first notches and that the beam
pointer aligns with the zero center mark on the scale. Emphasize that once
an item is placed in the pan, a correct mass is obtained when the sliders are
moved across the beams and the beam pointer rests at the zero center mark.
2. Distribute the attached student document which is reformatted from the
teacher packet. Show students where to record each of their measurements
(mass, volume, and calculating density) in the data chart.
3. Assign students to groups and assign roles to help with management of time
and materials. Set the timer on the Promethean Board, and float between
groups to assist students with proper measurement, materials management,
and team collaboration. Stop after students have recorded their investigation
data in the table provided in the Explore section. Proceed with the rest of
the lesson after the sensory break.
Sensory Break
10:00 am-10:15 am
(15 minutes)
Brain Pop: Matter Changing State
1. Ask students to recall/explain how the particles (molecules) of solids,
liquids, and gases are different. Chart responses on chart paper. After
students view the video “Matter Changing State”, go back to the chart paper
and ask students what (if anything) needs to be corrected on the initial chart
and to add new information that they learned from watching the video.
2. Go to the Glencoe Physical Science site below and click on the “Matter
Changing State”. View the video, and then students should Think-Pair-Share
to discuss answers questions provided in the online quiz. Use this
information to clarify misunderstandings related to states of matter
http://glencoe.mcgrawhill.com/sites/0078617650/student_view0/brainpop_movies.html#
Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1A Properties
Math and Science
Integrated Focus Lesson
Part 2
10:15 am – 10:45 am
(30 minutes)
4. Continue with the Explain section. Have students work in groups to respond
to each of the questions in Part 2.
5. Complete the Elaborate section. Have students write a summary in their
lab journals and share one new understanding with a partner. Have a class
discussion where students can openly share their new understandings.
Encourage students to go above and beyond the simple investigation and
explore the relationship between the density of solids and their use. Have
students share their findings with the whole class.
Closure
10:45 am-11:00 am
(15 minutes)
1. Have each student group return their lab books, clean up their lab space and
return materials to designated areas.
2. Complete the Evaluation segment. Discuss the rubric with students then
have them reflect on the rubric criteria and self-assess. Complete the
teacher assessment during planning time.
Young Scholars Instructional Plans
“What’s the Matter?”
Name ____________________________________
Fourth Grade
Unit 1A Properties
Date ___________________
Four Dates [Problem #5311]
Anthony likes to play with numbers. One day he drew a
rectangle around a 2 by 2 block of dates on a calendar.
Then he found the sum of the 4 dates in the block.
Question 1: What is the lowest sum possible for a block of 4
dates?
Use the space below to explain your response.
Question 2: What is the greatest sum possible?
Use the space below to explain your response.
Extra: On another page of Anthony's calendar he found a 2 by 2 block with a sum of 88.
What was the lowest number in that block? Write the four numbers of the 2 by 2 block in the
squares. Explain how you know.
Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1A Properties
Name ____________________________________
Date ___________________
Density of Regular Shaped Solids
PARTS OF A TRIPLE BEAM BALANCE
Pan - Place the object on the pan of the balance.
The 3 beams - The riders on the beams must rest
on the notches. The slider is adjusted along the
beam to align the beam pointer with the zero
center mark.
A triple beam balance is a standard
laboratory balance which is used to
determine the mass of objects.
Alignment - A correct mass is obtained when the
beam pointer swings to the zero center mark.
OPERATING A TRIPLE BEAM BALANCE
After you place the sample onto the pan or platform, move the largest rider across the
beam until the pointer drops below the mark.
Then move this rider back once. Follow this same procedure for the rest of the smaller
riders, until the pointer swings to the zero mark. To calculate the mass, add the masses
shown by each rider. (Note: masses are in grams)
PART 1: Explore
1. Using the triple-beam balance, determine the mass of the objects and record your
results.
2. Using the metric ruler, find the volume of the object. Remember the formula for
volume is length X width X height. Record your results.
3. Using the data you have collected, calculate and record the density for each object.
Object
Styrofoam
Sponge
Tile
Whole bar of soap
Broken piece of soap
1X 2 piece of wood
Mass (g)
Volume
(cm3)
Density
(g/mL )
Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1A Properties
PART 2: Explain
1.
What instrument did you use to measure the mass?
___________________________________________________________
2. What instrument did you use to measure the volume?
__________________________________________________________
3. What is the correct unit/label used in measuring the density of the
objects? _______________________________________________
4. Sequence your objects from most dense to least dense?
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
5. If the two blocks of wood were made of the same tree, would their densities be the
same? Explain your answer.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
6. Did any of the objects have the SAME density? If so, why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Young Scholars Instructional Plans
“What’s the Matter?”
Fourth Grade
Unit 1A Properties
7. Compare the density of the tile to the wood, which would float in water?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
8. Carefully observe the details of how the wood and the Styrofoam look. Describe their
appearance.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
9. Compare the density of the wood to the Styrofoam; explain why is one more dense
than the other.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
10. What statement can be made about the density of an object that is cut in half or
fourths? How does the density compare of the different pieces?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________