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Detailed description of assessment/activity: 

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Detailed description of assessment/activity: 

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The teacher will be using a human scatterplot to assess their students' understanding of density. The teacher will have three pieces of paper, one labeled sink, one labeled float, and one labeled swim. The paper labeled “float” will be taped on the right wall. The paper labeled “swim” will be taped in the back wall. And the paper labeled “sink” will be taped on the left wall. The teacher will have a clear plastic container filled with water as well as four different objects, a crumpled ball of aluminum foil , plastic spoon, styrofoam ball, and an egg. The teacher will ask the question “Do you think the egg will sink, float, or swim? If you think it will sink, stand to the left, if you think it will float, stand to the right, and if you think it will swim, stand in the back.” The teacher will then repeat this with the following objects. The teacher will record where every student stands for all four objects.

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Appropriate and Inappropriate Applications 

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Appropriate and Inappropriate Applications 

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An appropriate time to use a human scatterplot is when determining whether or not two variables have a relationship or correlation. Our lesson on destiny is a great example to use a human scatterplot. When participating in the human scatterplot the students are making a correlation between the density of an object and whether it floats, sinks, or swims (West). It would be inappropriate to conduct a scatterplot when the number of participants is too large to measure. For example, in a class with 500 students, and some of the students go to the left and the other students go to the right, there are too many students to count therefore the scatterplot would invalid.

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Students will be asked, "Do you think the egg will sink, float, or swim?" Student A went to stand to the left indicating they think it will sink. Student B thinks the egg will float and stands to the right to indicate that. Student C predicts that the egg with neither float nor sink but will "swim". To indicate their predictions student C stands in the back of the room. All the students should either be standing in the back of the room, to the right or to the left of the room to indicate their predictions related to the density of the egg. Students will make multiple predictions on different objects and move around the room based on those predictions.

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-Density: The ratio of mass to volume of an object
- Every element has its own density, for water it has a density of 1 gram
-When an object has a density larger than 1 gram it will sink in water, when it has a density less than 1 gram it will float
-Objects with densities greater than 1 gram will tend to feel heavier
-Objects with densities less than 1 gram will tend to feel lighter
-If an object has the same density as a liquid it is in the object will be suspended in the middle
-Ice would be an example of an object that will suspend in water as they have the same density
("Third Grade Science for Measurement of Density")

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Mia Mascaro, Sara Fox, Chester Pergan, and Olivia Bloise

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Mia Mascaro, Sara Fox, Chester Pergan, and Olivia Bloise

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After a lesson on density, students will demonstrate their understanding of density by participating in a human scatterplot assessment. After watching a demonstration on density, students will be able to make an educated guess on whether an object will float or sink.