GEMS: Oobleck, What Do Scientists Do?

Salina Allen and Beverly Pairett

5E Lesson Plan

AUTHORS’ NAMES:  Salina Allen

TITLE OF LESSON:

• Lab Investigation-Oobleck

TECHNOLOGY LESSON (circle one):       Yes      No

DATE OF LESSON:  Day One

LENGTH OF LESSON: 45-60 minutes

NAME OF COURSE:

• Grade 5 Science

SOURCE OF THE LESSON:

• Gems Guide-Oobleck:  What do Scientists do?
• Activity 1-Pages 9-15

TEKS ADDRESSED:

• Science Process:
• 5.2(A) Plan and implement descriptive and simple experimental investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology
• 5.2 (B) Collect information by observing and measuring
• 5.2 (D) Communicate valid conclusions
• Science Content:

• 5.7 (A) Classify matter based on its physical properties
• 5.7 (C) Identify changes that can occur in the physical properties of the ingredients of solutions

CONCEPT STATEMENT:

• Students need to be able to describe the properties of matter, changes of properties in matter, and the structure of matter.  Substances are often described by the properties of matter they are made of.  Students should recognize that matter exists in different states-solid, liquid, and gas.  Some materials have the ability to instantly change from state to state or change over time. 

PERFORMANCE OBJECTIVES:

·        Students will be able to:

o       Make predictions

o       Observe a substance using every sense except the sense of smell

o       Record their observations of the substance

o       Describe the properties of matter, substances, and solids and liquids

RESOURCES:

• For the class
• 6 boxes of cornstarch
• Food Coloring (Green)
• Water (2500 ml)
• Paper Towels
• Chart Paper
• For each team of 4-6 students:
• 1 stable, wide-topped bowl with about 1 ½ cups of Oobleck in it
• 1 work station covered with old newspapers
• 1 felt-tipped maker or crayon
• 1 large sheet of paper or about 10 sentence strips

SAFETY CONSIDERATIONS:

o       Students will be working with their hands in order to explore the Oobleck.  Students will be encouraged to use four of the five senses.  It is very important to monitor students to ensure that they are not putting it in their mouths.  The Oobleck is not poisonous but you do not want to run the risk of someone getting sick.

The Five-E Tables

In the lesson plan, each of the 5Es is written in its own table. Here are the general guidelines for completing this section of the lesson plan.

• At the top of each table, include your estimate of how long each segment of the lesson will take.

• In the first column, list what the teacher will do and say. Include information on how the class will be organized and the expected behaviors. Specific directions for the students may be included in a handout rather than described in detail here.

• The middle column contains only numbered lists of probing questions you intend to ask. In order to elicit detailed responses from students.

• The last column lists the responses you expect students to give to your probing questions (number the responses to correspond to the questions). Include anticipated incorrect answers and misconceptions in addition to the correct answers. Write the correct answers [in brackets].

Specific Considerations for each of the 5Es:

• Include an interesting attention-grabber that focuses students’ interest and attention on the lesson content and activities.
• Include probing questions that assess the students’ prior knowledge and experiences (and be prepared to modify the level of the lesson accordingly should re-teaching or acceleration be necessary).

·        Describe what you will do and say to introduce the student exploration. Explain step-by-step what the students will do and include information on how the class will be organized. Specific directions for the exploration may also be included separately as a handout for students.

• Check to make sure students understand the procedures before they begin the activity. List any probing questions you will ask to check for students’ understanding of the activity before they begin to work on their own.

• Also include probing questions that you plan to use while they are working. How will you guide student exploration, evaluate their understanding, facilitate student interaction and group collaboration, etc.?

• Have students present and explain their observations, theories, hypotheses, and results after having experiences the investigation.
• Summarize and clarify students’ understanding and relate their contributions to the science and/or mathematics concept(s) under study.
• Introduce additional content (definitions, explanations, new vocabulary) in the context of the discussion.
• Make sure that by the end of the Explanation section all students will be able to demonstrate their mastery performance objectives.

• Provide students with the opportunity to transfer, apply, and extend the concepts and skills they have just learned to new situations.
• Connect and apply the lesson to students’ interests outside the classroom, real-world applications.

• Bring the lesson to closure.
• Design and include an evaluation tool to assess the students’ mastery of the performance objectives.