Name: Ms. Ashley Cassano and Ms.

Emily Slaughenhaupt
Title of Lesson: Popcorn Comparison
Grade Level(s): 4th grade
Common Core State Standards and PA Academic Standards
Common Core Practice Standards:
Solve problems involving measurement and conversion of measurements.
Represent and interpret data.
PA Academic Standards: Math
CC.2.2.4.A.1 Represent and solve problems involving the four operations.
CC.2.4.4.A.1 Solve problems involving measurement and conversions from a larger unit to a smaller unit.
3.2.4.A1. Identify and classify objects based on their observable and measurable physical properties.
PA Academic Standards: Science
3.2.4.A1. Identify and classify objects based on their observable and measurable physical properties.
NCTM Standards
Understand numbers, ways of representing numbers, relationships among numbers, and number
systems.
Understand meanings of operations and how they relate to one another.
Compute fluently and make reasonable estimates.
Understand measurable attributes of objects and the units, systems, and processes of measurement
Apply appropriate techniques, tools, and formulas to determine measurements.
Formulate questions that can be addressed with data and collect, organize, and display relevant data to
answer them
Select and use appropriate statistical methods to analyze data
Develop and evaluate inferences and predictions that are based on data
Prior, Current, and Future Knowledge
Prior
Estimating possible outcomes of measurement
Measuring using a measuring cup in ounces
Finding the difference of two sets of data
Current
Understanding of variables and their effects on the way in which outcomes are made
Understanding of popcorn, its history, and how popcorn is popped
Future Knowledge
Estimating the outcomes of future experiments in relation to the scientific method and mathematics
respectfully
Utilizing variables in future experiments to consider factors that may change our estimations and
hypothesis of experiments
Objectives
The students will be able to
define what a scientific variable is

differentiate the variables used in this popcorn experiment

estimate the volume of popcorn before popping based on the variables that distinguish them
measure the actual volume of the un-popped popcorn
measure the actual volume of the popcorn after popping
calculate the difference of volumes between un-popped and popped popcorn of the same variable
conclude which variables caused the largest and smallest yield
conclude that variables have an effect on the outcome of experiments
explain how popcorn is popped
discover the history of popcorn

Essential Question(s):
Will changing the variables affect the volume of popped corn?
How do the variables used in this experiment affect the way the popcorn pops based on our knowledge
of how popcorn pops?
Which variables cause the largest yield? Why?
Which variables caused the lowest yield? Why?
How is the quality of popcorn affected by the variables?
Were you able to estimate the volumes accurately? Why or why not?
Did the results surprise you? Why?
Formative Assessment:
Oral questioning and thumbs up to ensure student understanding throughout the lesson.
Procedures (Include and Label ALL Components: DETAILED:
Lesson Beginning (Motivation, Review, Overview)
The teachers welcome the students into the room and begins the lesson
Teacher: Good afternoon students! I have a question for all of you! What is your favorite snack when you
go to the movies?
Students should respond popcorn (among many other favorites as well) The teacher then explains that in
class today, we will be using popcorn in a science and mathematics lesson. The teacher will explain that
in this lesson, they will be using previously taught mathematics skills such as estimating, measurement
using a measuring cup, and finding the difference of two sets of numbers. The teacher also states that
students will be exposed to new scientific and mathematics vocabulary throughout the lesson so it is
important for eyes and ears on the teacher.
Lesson Development
One teacher begins with a PowerPoint presentation of the history of popcorn to expose students to the
history of one of their favorite snacks as well as how popcorn is popped.
The PowerPoint continues and the teacher then introduces the students to the definition of a variable and
the many aspects of what a variable can be (controlled, independent, or dependent). The teacher
explains that today, we will be working with an independent variable and a constant variable.
One teacher presents the popcorn to the students in separate containers/packaging related to their
variables. These variables include popcorn that has been stored in vegetable oil, drained, and patted dry
before cooking, popcorn sealed in a plastic bag with a wet paper towel, dry refrigerated popcorn, and
popcorn stored at room temperature in an unsealed container.
One teacher explains that today, they will be estimating the volume of the popcorn before popping,
finding the actual volume using ounces in a measuring cup, then finding the volume of the popcorn after
popping. Once popping is complete, the students will then calculate the difference of actual volume
before popping and after, and then discover how variables affected the ways in which the popcorn
popped.
First, one teacher will explain to students that the popcorn was stored for 24 hours in their respective
variables (i.e. refrigerated for 24 hours, soaked in vegetable oil for 24 hours, stored in a plastic bag with a

wet paper towel for 24 hours, and stored at room temperature in an unsealed container for 24 hours).
The teacher will also explain that the popcorn will be popped for a total of 1 minute 45 seconds (as
directed on popcorn directions)
On the student worksheet provided, a chart indicating independent and dependent variables will be
listed. One teacher will ask students, based on what they know about the popcorns variables and our
procedure, what the independent and constant variables are of this experiment. The results are listed
below.
Independent: Popcorn stored in oil, drained and patted dry, popcorn sealed in a plastic bag with a wet
paper towel, dry refrigerated popcorn, and popcorn stored at room temperature in an unsealed container
Constant: 24 hour time of exposure to variables, cooking time of 1 minute 45 seconds of popcorn
After this discussion, the teacher will split the classroom in half 2 groups. When called, one group will
be instructed to go with the teacher to a side table where the popcorn of different variables are displayed.
Another group will go with the cooperating teacher where a second set of the exact popcorn variables are
displayed. This strategy is utilized for proper classroom management and time management.
In the two groups, students will be asked to estimate and conclude as a group the estimations of volume
each variable of popcorn is before popping. This data will be recorded on the worksheets provided
In the two groups, the students will be asked to find the difference of their estimated volume and the
actual volume of un-popped popcorn. Their responses should be in unison to ensure all students have
subtracted both sets of data correctly.
Teacher: Was the difference between your estimates and the actual volume of un-popped kernels the
same?
Students: Responses may vary.
In the two groups, the students will be asked to calculate and conclude as a group the actual volume of
the popcorn prior to popping. This data will be recorded on the worksheets provided
The two groups will sit together at their desks just like the start of class. One set of each of the popcorn
variables will be popped using a microwave at the front of the room.
After all of the popcorn has been popped, the students will be asked to gather around the front desk
where the microwave is placed. In a large measuring bowl, the popped popcorn will be poured. The
students will then collectively as a group conclude the final volume of popcorn after popping for each
variable.
The teacher will instruct the students to find the difference between the actual volume of un-popped
kernels to the actual volume after the kernels had been popped.
The teachers begin a classroom discussion with students.
Teacher: Did changing the variables affect the volume of the popped corn?
Students: Student responses may vary. This is depending on the ending data of the kernels in which they
popped in their respective variables.
Teacher: Yield is a term that means largest amount. Which variables caused the largest yield? Based on
what we know about popcorn and how it is popped, why do you think this is so?
Student responses may vary. This is depending on the ending data of the kernels in which they popped in
their respective variables.
Teacher: Which variables caused the smallest yield? Based on what we know about popcorn and how it
is popped, why do you think this is so?
Student responses may vary. This is depending on the ending data of the kernels in which they popped in
their respective variables.
Teacher: Were you able to estimate the volumes accurately? Why or why not?
Students: Student responses may vary depending on their own individual findings
Teacher: Now begins the fun part! In a cup, we will be tasting our popcorn. On your worksheets, keep
track of what popcorn you are tasting and write adjectives to describe the tastes of the popcorn. Ask
yourself if the different variables of the popcorn affected the way the popcorn tastes.
The teacher individually passes out a piece of popcorn to students from each variable. Announcing the
variable the popcorn was in and giving students to write their adjective on their worksheet
Teacher: Would anyone like to share if they believe variables affected the ways in which the popcorn
tastes? Use evidence to support why you believe so.

Students: Student responses may vary depending on their own individual findings.

Lesson Ending (Review, Preview, Closure)

Teacher: As you can see, variables do have an effect on our overall data throughout not only this
experiment, but many experiments. We will continue using variables in future to see if factors can change
our estimations and expectations of experiments. Tonight for homework, please write a 5 paragraph
essay on your favorite movie you saw at a movie theatre. Who did you go with? Was it a good movie?
Did you eat popcorn? Explain in detail your experience. Your ticket out the door today is to write whether
or not any parts of our data today surprised you and why. You should tell me what part of the data
surprised you and why it did. Stick the post it note on the board as you exit
Students will be distributed the homework writing prompt as well as the post it note as the teacher is
writing.
Meaningful Student Involvement
Students will meaningfully involved through the use of oral questioning.
Students will be meaningfully involved by being in smaller groups to draw conclusions as a team
Students will be meaningfully involved through the use of unison responding.
Students will be meaningfully involved through the use of thumbs up to ensure understanding (or
thumbs down indicating to the teacher further instruction is needed).
Students will be meaningfully involved as they individually get to taste test the popcorn and write their
own adjectives, drawing conclusion as to whether the variables affected the taste of the popcorn.
Students will be meaningfully involved sharing their own opinions as to whether the variables affected the
taste of the popcorn.
Students will be meaningfully involved using a ticket out the door that indicates their understanding of
collecting data and drawing conclusions.
Anticipated Difficulties AND Modifications:
Students may have difficulty understanding the differences of the types of variables (independent and
constant) that we will be using in this lesson. If this occurs, further explanation will be given with
examples to help the students differentiate the two types.
Students may have difficulty measuring the popcorn in ounces. If this persists, students will be guided by
their teacher in their group as to how to measure in ounces.
Students may have difficulty remembering how to find the difference of two sets of numbers. If this
persists, the teacher will review key words that relate to the orders of operations (total would be adding,
difference would be subtraction, separating would be division, etc.)
Physical Structure:
The classroom is set up with desks in the center of the classroom and two long tables separated on the
tile side of the classroom. It is there that the students will separate in their small groups. PowerPoint
slides will be presented on the front white board and the microwave will be presented at the front of the
classroom.
Materials:
Popcorn stored in specific variables 24 hours prior to the experiment (popcorn stored in oil, drained and
patted dry before cooking, popcorn sealed in a plastic bag with a wet paper towel, dry popcorn
refrigerated, and popcorn stored at room temperature unsealed. There should be two sets of these
variables for each small group to investigate and they should be labeled accordingly.
Plastic baggies to store popcorn
Student worksheet
Student homework prompt
Student post it notes
Projector
Laptop with PowerPoint

Microwave
Paper plates
Brown paper bags
Bowls
Measuring cup in ounces
Large measuring bowl in ounces

References
Alfving, A., & Mercier, S. (1987). Popcorn Comparison. In Fun with foods: A recipe for math science (pp.
9-10). Fresno, Calif.: AIMS Education Foundation.
The Science and History of Popcorn - The Snack that Saved the Movies [Motion picture]. (2013).