Oobleck
Niki Diestel and Mary Ennis
| Description |
| Concept Map |
| Assessment Plan |
| Rubric |
| Calendar |
| Resources |
| Lesson Plan 1 |
| Lesson Plan 2 |
| Orientation Video |
| Clinical Interviews |
| Modifications |
| Summer 2008 Projects Home |
| CI5329 Projects Home |
Lesson Plan 2
AUTHOR'S NAME: Mary Ennis
TITLE OF THE LESSON: What is Oobleck?
TECHNOLOGY LESSON (circle one): Yes No
DATE OF LESSON: 06/12/2008
LENGTH OF LESSON: 45 minutes
NAME OF COURSE: Science
SOURCE OF THE LESSON: GEMS guide
TEKS ADDRESSED: (2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology;
(B) collect information by observing and measuring;
CONCEPT STATEMENT: Student will be able to describe the properties of Oobleck after observing and investigating.
PERFORMANCE OBJECTIVES: The students will investigate Oobleck and discover it’s properties. The student will record the properties of Oobleck.
RESOURCES: GEMS guide
SAFETY CONSIDERATIONS: inform students not to eat Oobleck
SUPLEMENTARY MATERIALS, HANDOUTS: Oobleck, science journals, newspaper(mess control)
Engagement |
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Time: __5 minutes______ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
The teacher will begin the lesson by setting a bowl of Oobeck on the table for all the students to see. The teacher will then begin talking to the students about determining the properties of an object. The teacher will use chalk as the object. The children will name the properties of chalk and the teacher will help them as needed. The teacher will talk about determining the properties of an object and how we can observe objects to do that |
What do you think a “property” of something is? |
Students may be confused about properties. |
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Exploration |
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Time: _____10___ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
The teacher will break students up into individual lab groups of 4-5 students each. The teacher will help the students get started on their investigation by asking probing questions about the what the children discover when investigating Oobleck. The teacher may need to “investigate” with the children to help them get started on the right track. The teacher will walk around to each group and touch the Oobleck with her hands to show students that this is how you investigate some of the properties. |
What does Oobleck look like? What does it feel like? What does it smell like? What are some of its properties? |
The students may not want to touch the Oobleck. The teacher may need to take the initiative to show the children that it is harmless. On the other hand, some children may want to “play” too much with the Oobleck. |
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Explanation |
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Time: 15 |
What the Teacher Will Do |
Probing Questions |
Student Responses |
The teacher will explain that a space probe has just returned from a planet in another star system. The planet is covered with large, green oceans, and a sample of the ocean material was collected by the space probe. The teacher will ask the students to imagine they are a group of space scientists and they are gathering to investigate the properties of this ocean sample from outer space. The teacher will explain that the material has been named “Oobleck” since it looks like the green rain from Dr. Seuss’ book, Bartholomew and the Oobleck. The teacher will explain that the students should use their senses to explore Oobleck by observing and touching it. The teacher will remind them not to taste Oobleck. The teacher will also instruct the students to keep Oobleck only on the work surfaces. The teacher will walk around the room and assist children in their investigations. |
What do you think Oobleck might consist of? |
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Elaboration |
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Time: ___5 minutes_____ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
The teacher will ask each team to put a star on their list of properties next to the ones they believe to be the most important in explaining under what circumstances Oobleck acts as a solid or a liquid. |
Why did you star this property? |
The children may be confused and need clarification. |
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Evaluation |
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Time: ____10 minutes____ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Instruct the students that they will now record their observations of the properties of Oobleck in their science journals. Give the students another couple of minutes to make any observations, then have the students take out their notebooks and record what they’ve found. |
What did you(the students) learn about Oobleck? Solid or liquid? Why? |
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