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LESSON PLAN – OOBLECK

Family Science Night
Date: January 23, 2008

Name of student teacher: Sara Hoover

Grade level: 3rd grade
Subject: Science
Concept: Properties of Materials/ State of Matter
Type of lesson: Introductory
Size of group: Small groups consisting 4 and whole class

Michigan Curriculum Framework Science Standard(s): What Michigan Curriculum

Framework (MCF) and National Science Education Standards (NSES) does your lesson
address?

Teaching Standards (NSES) – Teaching Standard D

Content Standards (Michigan Standards)- Standard: Properties of Matter
Assessment Standards (NSES) – Assessment Standard C
Science Processes (Michigan Standards) S.IA.03.13 Communicate and present findings
of observations and investigations.

I. INTRODUCTION
Anticipatory Set:
• Ask the students to imagine they are a group of space scientists gathering to
investigate the properties
• Read Bartholomew and the Oobleck by Dr. Seuss. I chose this book because it
helps the students use their imagination and gets them excited to explore various
substances of materials.
• I would begin the lesson by asking the students a question that would engage their
attention. The book is a fun activity and allows the children to imagine and
prepare to physically explore with the Oobleck.

Learning Objectives:
• The student will list the properties of Oobleck (Knowledge)
• The student will describe sensory cues of Oobleck (Comprehension)

MATERIALS
• 1 bowl of Oobleck
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• Work stations covered with old newspapers

• 1 large sheet of paper
• 1 felt-tipped marker or crayon
• 1 equipment station
• Water
• Paper towels

Safety Precautions:
• Do not eat the material
• Do not throw the material
• Follow all directions
• Clean up area thoroughly when finished with the experiment

Conceptual science background:

The States of Matter underline the components of this lesson plan. The key information
understands each of the three states. They are composed of gas, liquid, and solid.
Gas is a state when particles are not linked closely together. They can move freely and do
not conflict with one another. Liquid is the next state of matter. The particles are formed more
closely together. There is little space for them to move freely. Solid particles are much more
dense. There is no room for any type of movement in this state.

Inquiry/Science process skills:

• Observe- The students will observe the Oobleck material and visually describe
Oobleck.
• Communication- The students will communicate with one another the different
properties of the material.
• Cause/Effect-The students will explore what causes the properties of Oobleck to
produce different stages of matter.

II. DEVELOPMENT
Input: I will explain to the students that they will be exploring and investigating
Oobleck. Their job is to list the properties of Oobleck and discuss with their table the
sensory cues of the material.

Describe how you will engage students in learning- In order to engage the students in
learning; I will allow them to explore with the Oobleck material.

Model: I will use an example of how to define the term: properties. It would be
beneficial to demonstrate this term by having the students describe an object in the
classroom, for example: chalk. The students will raise their hands and I will write their
responses on the chalkboard.

• How does the Oobleck feel?

• What if you squeeze the material? What happens?
• How would you explain the feeling of Oobleck
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III. GUIDED PRACTICE

Once the students are at their assigned desk/table, I will give them the Oobleck and let
them have the chance to explore. I will bring around sheets of paper on which each table
can record the properties.

I will guide the students in their practice of the skill/concept of learning the properties of
matter by having them list them in their science journals. When the students are given the
Oobleck, and are allowed to investigate the material, they will work together in groups of
4 students and list the properties.

IV. MANAGEMENT
I will manage the lesson by walking around the classroom while the students explore,
listening to the conversations and discussions. The students will work in groups of four. I
will assign them by aligning their desks face to face. The students are expected to behave
appropriately, following all directions and rules given. The students are to use indoor
voices.
• According to assigned seat. The desks with hold two individuals and are facing
another desk. There will be four students in a group.
• The students will use in-door voices, follow all directions and safety rules that
consist of no throwing or eating the material, and to properally clean up after the
experiment.
• At the end of the lesson the students will reflect in their journals.

IV. INDEPENDENT PRACTICE

I will guide the students in their practice of the skill/concept of learning the properties of
matter by having them list the properties in their science journals. When the students are
given the Oobleck, they will also be given a sheet of paper to list the properties.

For independent practice, I will provide 10 minutes before the end of class to allow the
students to write in their journals. These journals are for the students to reflect on the
experiment and write their personal feelings about the activity.

IV. CLOSURE
“Today we came up with a list of properties of Oobleck. We worked in small groups and
reflected on the experiment. Next time we are going to talk about what we agree and/or
disagree on in relation to this exploration of Oobleck.”

ASSESSMENT
Formal:
• Sheets of paper that each group will list the properties and hand in at the end of
the lesson.
• Individual journals that will be collected every two weeks.

Informal:
• Mental Notes
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• Go around the classroom when students are experimenting and observing things

Rubric
• Did the students explore the properties of Oobleck? Yes/ No
• Did each group elaborate on the substance and discuss properties? Yes/No
• Did each group investigate the sensory properties of Oobleck? Yes/No

ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS:

• A student may be unable to physically see the materials; therefore the student can
describe the sensory effects by touching and smelling the Oobleck.
• A student may not physically be able to get their hands into the material; therefore the
student can describe the properties when other students express their reactions, and/or
what the student with the disability sees.

References:

ISL Consulting Co. Common Sense Media. 2008.

http://www.commonsensemedia.org/book-reviews/Bartholomew-Oobleck.html

Michigan State Board of Education. (2007). Grade Level Content Expectations: Science.
Retrieved on January 22, 2008.
http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-
07_218314_7.pdf

National Academy of Science (1995). National Science Educations Overview:

Science.Retrieved on January 22, 2008.
http://www.nap.edu/readingroom/books/nses/overview.html

Radar, Andrew (2007). States of Matter. Retrieved on January 22, 2008.

http://www.chem4kids.com/files/matter_intro.html

Sneider, Cary I. (2002). Oobleck. Lawrence Hall of Science (GEMS): Berkeley,

California.