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Oobleck Lesson Plan

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Students can create by physically writing their observations and thoughts. Students will understand the concepts by explaining in their own words what has happened throughout the processes (observations). Target science concept(s): Students will understand what matter is and the states of matter. Matter is everything around us (anything that takes up space – living or nonliving) and is most commonly in three states (solid, liquid and gas).

By examining the objects, students learn that the book is a solid (in the form of molecules is tightly mound), the water is a liquid (the molecules are close together and moving loosely past one another), and the balloon contains a gas.

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Students manipulate the block and learn that it does not follow one state of matter (it is a Non-Newtonian substance). By observing the heated and frozen block, students will get a better understanding of how the states of Hoffman, P. (n. D. ). Making “block”. Retrieved from http://http://www. Learn. Org/lip/ pages/3457 PBS Learning Media.

(2014). Air is matter. Retrieved from http:// www. Absentmindedly. Org/resource/payГ. Sic. PHs. Secured. lip_air/air-is-matter/ Bauer, D. (2004). Everything is Matter!. Bloomington, Mini: Yellow Umbrella Uses, & Random House (Firm) (1949). Bartholomew and the block. New Y ask Random Materials Needed: 18 sheets of paper 18 observation sheets Document Camera Projector 3 containers of prepare block 1 container for block 1 box of cornstarch Measuring cup for water 1 bottle of green food coloring 1. Engage: 5 minutes Before the lesson I would have 3 containers of block prepare for each TA “Who can tell me what we have been talking about in science? (Get student hey are learning about matter) Good, now who can tell me what a solid is? About a liquid? Now what is a gas? Now All of these things are called what? ‘ Now you guys have read a really awesome book this week called Bartholomew the Block. Who can tell me what they remember about the Block? (have students talk about it, if they are having trouble remembering pull out the have them look at the pictures) Now we are going to do a really cool expert am going to need everyone on their best behavior.

We are going to get our messy, so I will need everyone to listen very carefully to my directions so we eve some fun exploring science. ” 2. Explore: 10 minutes – “l have Block made for each table but we will make one as a class up front can all see how it is made, and I will give you a recipe for when you are homo you ask an adult if you can make it. I will make the block, as I am making t block I will have the students make predictions on what they think the o look like or act like. Once the block is made, I will have the prepare bobble out on each table.

While I am doing this I will tell the students to not touch block until I have given them permission to do so. Once I have told the SST the rules about working with the block I will allow them 5 minutes to expel block freely. “remember to think about our states of matter: gas, liquid, a while you are exploring. After the five minutes I will have the students wipe hands on paper towels. “now that we have had time to explore with the 00 will not be messing with the block while we talk about it, if I see anyone p with it I will remove it from the table. “now what did we see with the bobble observations) 3.

Explain: 5 minutes Stand up if you think block is a liquid. Stand up if you think block is a liquid. (when asking this have block in my hand and squeeze it to make it a solid, then let it run out to make it a liquid) Block is actually both a solid and a liquid at the same time because it is something called a Non-Newtonian substance. That Just means that it does not follow the normal rules for solids and liquids because the cornstarch and the water do not completely come together to form Just a solid or Just a liquid. This makes block behave in unpredictable ways like we discovered today.

Has anyone ever played with silly putty? Hopefully they say yes, if not I will bring some in the next time I am in intern to show them) 4. Evaluate: 5 minutes Now I want you to look go to your observation sheets and write down what we have seen and talked about. At the bottom of your sheet I want you to write a question that you have, I know we did not have a lot of time to look at block and I know you are curious about block. I want to know what you know and what you may be confused about so maybe I will be able to answer your questions next time. *Leaving five minutes of clean up time and getting students ready for lunch** I will all each table group to get up and wash their hands quickly and then have them line up for lunch. I will clean up the left over mess while the students go to lunch. 5. Elaborate: (not enough time in this lesson but for planning purposes I will put my ideas) Interactive video: http://www. Haircloth’s. Com/activity/states_of_matter/ Since we have been talking about how matter changes to different states I want to have you all do an activity to show you how the molecules move in matter.

Now molecules are the tiny, tiny things that make up matter, molecules are in everything, UT they act differently when they are in a solid, liquid, or gas. Make all the students stand up and get as close as they can to each other and tell them they cannot move their feet. You are all a solid, so how do molecules act as solid? Can you move very easily? (No). (Show them how molecules act by clicking solid on the interactive video). Now when you add heat to a solid you change to a liquid. How do you think the liquid molecules will act in a liquid? Take predictions) Okay so we are adding heat to our solid and turning into a liquid! Now as a liquid you have ore freedom to move around the room, but you can not move very fast. (Show them how molecules act in a liquid by clicking on liquid on the interactive video). Now give me thumbs up if it was easier to move your body around as a molecule in a solid and thumbs down if it was easier for you to move your body as a molecule in a liquid (wait for responses). Now how do you think molecules act in a gas form? (take predictions) Now you can move all around the room, you are allowed to fast walk now! Show them how they act by using the interactive video)Now have the students it down and go over what they did in each step and how they felt as molecules. Special needs/ELL section: Expectations will be made clear and I will repeat directions multiple times. Participation is key to this lesson in accommodating students whom have special needs. As group work is taking place, the teacher will observe and scaffold students to make sure they understand what is going on. Allowing the students to talk to their table group as they are exploring will take pressure off the students that are shy or unsure of their answers.

Cite this Oobleck Lesson Plan

Oobleck Lesson Plan. (2018, Feb 03). Retrieved from https://graduateway.com/oobleck-lesson-plan/

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