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GEMS: Oobleck, What Do Scientists Do?

Salina Allen and Beverly Pairett

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Elementary Science Methods Home

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:

 

Engagement

 

Time: 5 minutes

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Teacher will break the students into groups of 4-6 students.  She will then address the whole class by setting the scene.

1.      What do you think the substance could be?

1.      Students may mention that it is some type of radioactive material.  Just reassure students that it is safe to handle.

Tell students to imagine that they are a group of scientists who have been asked to investigate a strange new substance brought back from a previously unknown moon. 

 

 

Explain that the material has been nicknamed “Oobleck” since it looks like the green rain Dr. Seuss describes in his book Bartholomew and the Oobleck. Mention that preliminary studies have shown that it is safe to handle.

 

 

Show the students the bowl of Oobleck but do not distribute them yet.

2.      What does this remind you of?

2.  Students are going to assume that the substance is purely liquid, which is why exploration is key.

 

  • 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).

 

 

Exploration

 

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Emphasize to the students that their job is to investigate the properties of Oobleck.

 

 

A short mini lesson on what is meant by “property of substance” is necessary in order for students to conduct the investigation.

1.      How would you describe this object (hold up any object)?

1.       If students come up with statements based only on the appearance of the object, take the minilesson further.

Give the students the definition of “property” and give examples of properties (color, size, shape, texture, weight, hardness, odor, & sound).

 

 

Students will be arranged in groups of 4-6.  Reiterate that students will use their 4 senses to explore the Oobleck.

 

 

 

·        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.?

 

 

Explanation

 

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

 

 

 

 

 

 

 

  • 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.

 

 

Elaboration

 

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

 

 

 

 

 

 

 

  • 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.

 

 

Evaluation

 

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

 

 

 

 

 

 

 

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