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 1
AUTHOR'S NAME: Niki Diestel
TITLE OF THE LESSON: Design Your Own Spacecraft!
TECHNOLOGY LESSON (circle one): Yes No
DATE OF LESSON: To be determined
LENGTH OF LESSON: 2 class periods; 45 minutes to work on spacecraft on Day 1, 20 minutes to finish up work on Spacecraft on Day 2, 25 minutes to present spacecraft to class on Day 2.
NAME OF COURSE: 4th Grade Science
SOURCE OF THE LESSON: Oobleck: What Do Scientists Do? pg. 14-16
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;
(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;
(D) communicate valid conclusions
(7) Science concepts. The student knows that matter has physical properties. The student is expected to:
(B) conduct tests, compare data, and draw conclusions about physical properties of matter including states of matter, conduction, density, and buoyancy.
CONCEPT STATEMENT: Oobleck is a substance that can be difficult to label as a solid or a liquid depending on the state it is in. When it is first made it is runny and has more liquid properties. When it has been sitting out a few hours it has a jelly-like texture that is difficult to identify as liquid or solid. When it has sat out over night it becomes hard and is in a recognizable solid state. This lesson gives the students the opportunity to apply their knowledge on liquid and solids and decide when and why Oobleck can be labeled a liquid or solid.
PERFORMANCE OBJECTIVES:
Students will be able to:
- Identify differences between liquids and solids.
- Implement descriptive investigation of Oobleck by using their 5 senses (excluding taste)
- Analyze and interpret information to create their own spacecraft design that can land on an ocean of Oobleck, explore the whole planet, and take off again, with all passengers on board.
RESOURCES:
For each student:
- (1) 8 ½ X 11” sheet of white paper
- felt-tipped markers, crayons, or colored pencils
For the whole group:
- 1 roll of masking tape
SAFETY CONSIDERATIONS: There are no evident safety concerns for this lesson.
SUPLEMENTARY MATERIALS, HANDOUTS:
Engagement |
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Time: ___5 min._____ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Tell the students that their next assignment is to design a spacecraft that is able to land on an ocean of Oobleck, explore the whole planet, and take off again, with all passengers aboard. |
What do you think a spacecraft would have to be like to land on an ocean of Oobleck? |
The students may not have much knowledge of what a spacecraft is and may need further description. |
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Exploration |
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Time: __5 min______ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Explain that the planet has conditions very much like those on earth, except that the oceans are made of Oobleck and the sky is green. |
Ask the students to review the Laws of Oobleck that resulted from the scientific convention. Tell the students that their designs must take these laws into account. |
Students may want to focus on elaborate features that have little or nothing to do with landing the craft. This is okay but you may need to remind the students that landing and taking off without getting stuck should be their main design challenge. |
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Explanation |
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Time: ___45 min_____ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Tell the students to label those parts and features of their spacecraft that allow it to land and take off without sinking or getting stuck in Oobleck. Ask them to be prepared to explain their reasoning to the class. |
Ask them why they labeled a certain feature on their spacecraft? |
Students may be too focused on creating the spacecraft and not taking the time to label the features. It will be important to remind them to label all of the features on their spacecraft. |
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Elaboration |
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Time: ___25 min_____ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Give every student a chance to present his or her spacecraft to the class by explaining how it will land on the Oobleck and take off again. |
Ask the students which designs they think will most likely to survive to and from the Oobleck ocean. |
It is important to note that you are asking for compliments of spacecraft that would do well on an ocean of Oobleck and let the students know that negative comments about someone’s work is not permitted. |
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Evaluation |
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Time: ___10 min_____ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
To assess the lesson I will use a rubric I have created to review each spacecraft and I will have the students write in their journal. |
I will have them write about what features they saw on the spacecrafts that they thought would most likely survive the trip to and from the Oobleck ocean. |
It will be another time where you remind the students that you are looking for positive statements about peoples work. |
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