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Monique Czaczkowski

Dancing Raisins Experiment


Assignment 11-Scientific Inquiry
Length: 3 periods
Course: Grade 8, Understanding Matter and Energy: Fluids
Smarter Science Poster: Level 2 Inquiry
Source: http://weirdsciencekids.com/dancingraisins.html
Overall Expectations:
2. Investigate the properties of fluids
3. Demonstrate an understanding of the properties and uses of fluids
Specific Expectations:
2.1 Follow established safety practices for using apparatus, tools, and
materials
2.3 Investigate and compare the density of a variety of liquids
2.7 Use appropriate science and technology vocabulary, including viscosity,
density, particle theory of matter, hydraulic, and pneumatic, in oral and
written communication
2.8 Use a variety of forms (e.g., oral, written, graphic, multimedia) to
communicate with different audiences and for a variety of purposes
3.2 Describe the relationship between mass, volume, and density as a
property of matter
3.3 Explain the difference between solids, liquids, and gases in terms of
density, using the particle theory of matter
3.5 Determine the buoyancy of an object, given its density, in a variety of
fluids (e.g., less dense objects float, more dense objects sink)
Other Potential Resources:
Bill Nye the Science Guy & Buoyancy- https://www.youtube.com/watch?
v=DVb1oR_E6iM
Handout: Steps to Inquiry- Step 4: What is the question I want to explore?
(Page 4)
Lesson Plan:
Day 1I would begin this science inquiry lesson as a follow-up after teaching
my students about the particle theory of matter in relation to the difference
between solids, liquids, and gases in terms of density. I would show my
students the Bill Nye the Science Guy video on buoyancy to help them
understand the fundamentals of water displacement and floating. This would
provide them with the background knowledge necessary to think critically
about the experiment.

Monique Czaczkowski
Following the video, I would explain the steps to inquiry and the overall
purpose of the activity. I would display the materials such as 200mL of Sprite
in a tall, clear glass and several raisins and ask the students to write down
on the sticky notes the characteristics of the objects. They would then stick
the sticky notes on the first poster (Step 1: Observing & Questioning). I would
then perform the experiment (see demo description on page 7) and ask the
students to write down any other observations and add it to the poster. I
would also encourage students to draw a diagram of what they saw.
Next, I would ask my students to write down any questions they had
about the object, materials, or event on a different colour sticky note. They
would attach them to the What am I wondering? section of the poster.
Day 2To begin day 2s lesson, I would explain to them what a dependent and
independent variable is and provide examples using other experiments. As a
class, we would discuss possible dependent and independent variables such
as the volume of liquid, the temperature of the liquid, how long it floats for,
and the mass of the object, etc. The students would then reach consensus
on which independent variable they would like to change (I.e. the objects
shape) and the dependent variable they would like to measure (I.e. the
length of time it floats). Next, I would form groups for the students and ask
them to think about variables that they will keep constant when conducting
the experiment themselves. I will inform them of the necessity of keeping
some variables constant and how this will make their results more accurate.
Variables such as the temperature, amount, and type of liquid will be kept
constant as well as the number of objects used is an example.
Day 3Students will begin day 3 by forming a hypothesis with their group.
Before doing so, I will explain to them what a hypothesis is and the
importance of forming one at the beginning of the experiment. I will also
stress not going back to change their hypothesis as it is only a prediction
(being wrong is totally okay). I will also ask them to complete the rest of the
handout including the reason why you think your hypothesis will happen
(Steps to Inquiry- Step 4: What is the question I want to explore? (Page 4 of
the poster)). Students will be given 800mL of Sprite (200mL for each glass),
objects with different shapes (raisins, peanuts, Smarties, mints, and Tic
Tacs), and a stopwatch. Students will then conduct the experiment in their
group, nominating one group member to be the timer, another group
member to record the data, and the other group members to record any
observations.
Once all the data is collected, each group will record their results using
a graph and then present their findings to the class in a short 3-4 minute
presentation. Each presentation will conclude with whether or not their

Monique Czaczkowski
hypothesis was correct and their reasoning. After all groups have presented, I
will enlighten them of the science that explains this experiment, highlighting
that the rough surface of the raisin allows carbon dioxide bubbles to stick,
increasing the raisins buoyancy causing it to float.

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