Lesson Plan

Teacher Candidate: Tiffany DeFranza Date:

Group Size: 27 Allotted Time 45 Minutes Grade Level 4th Grade

Subject or Topic: Science, Matter Experiment

Common Core/PA Standard(s):

3.2.4.A1: Identify and classify objects based on their observable and measurable physical
properties. Compare and contrast solids, liquids, and gases based on their properties.

3.2.4.A4: Recognize that combining two or more substances may make new materials with
different properties.

3.2.4.A6:
• Plan and conduct a simple investigation and understand that different questions require
different kinds of investigations.
• Understand that all scientific investigations involve asking and answering questions
and comparing the answer with what is already known.
• Use data/evidence to construct explanations and understand that scientists develop
explanations based on their evidence and compare them with their current scientific
knowledge.

Learning Targets/Objectives:

By the end of this experiment, students will be able to compare and contrast different states of
matter by their characteristics, based on a new material the students are given the chance to
both create and observe.

Assessment Approaches: Evidence:

1. Lab data sheet, performance assessment 1. The students will complete all of the
2. Anecdotal notes questions on their lab sheet and participate in
group-discussion
2.The teacher will continue to take notes on
the index cards. The teacher will specifically
take note on any academic concerns,
achievements, or behaviors that should be
noted.
Assessment Scale:
PERFORMANCE ASSESSMENT RUBRIC: LAB SHEET

The student is expected to identify one of the three states in both their
Hypothesis hypothesis and conclusion. The student must identify at least one valid
and 4 PTS. reason in the hypothesis (2 points) that cites a characteristic of a state
Conclusion of matter. In the conclusion (2 points), the student cites at least two
characteristics to point to the chosen state of matter.

The student is expected to describe what they see and feel while
Observations 2 PTS.
interacting with the “Oobleck”.
The student is expected to list at least two characteristics for each
3 PTS.
Analysis column which talks about how the observations point toward a specific
EACH
state of matter because of the characteristics discussed in class.

Subject Matter/Content:

Prerequisites:
• Prior study of the scientific method.
• Prior experiments in class that require a lab sheet.
• Background knowledge of the states of matter and their characteristics.
• Practice with group work and discussion during science.

Key Vocabulary:
• Observation: statements based on using our five senses.
• Analyze: Break apart information.
• Solid: A state of matter where the particles are close together and in a regular pattern.
• Liquid: A state of matter where the particles are not close together and take the shape of
their container.
• Gas: A state of matter which has no definite shape or fixed volume.
• Matter: Anything in the universe that has mass and takes up space.

Content/Facts:
• Combining two or more substances may make a new material with different properties.
• Properties of matter are observable.
• Scientific method, following directions to complete an experiment.

Set Up
• In a large bowl mix 3 boxes of corn starch (16oz. each), and 3 cups of water.
• After mixing, add another cup of water.

Introduction/Activating/Launch Strategies:
• The teacher will begin with a read aloud of select sections from the Dr. Seuss book,
Bartholomew and the Oobleck.
• The teacher will ask the students comprehension questions throughout the read aloud,
related to matter, such as:
o What state of matter is the rain?
 o What state of matter is the snow?
o What state of matter does the Oobleck sound like?
o Why does Oobleck sound like it’s a liquid state of matter?
o Why does Oobleck sound like it’s a solid state of matter?

Development/Teaching Approaches
• The teacher will ask the students to go back to their desks and fill out the hypothesis of
their lab sheets. The teacher will remind the students that for the hypothesis they must
choose to identify the Oobleck as one state of matter.
• The teacher will have previously prepared ¾ of the Oobleck to make things run smoother
that is on the front table.
• As students complete the hypothesis at their own pace, the teacher will allow the students
to come up and make a fishbowl around the front table.
• The teacher will arrange the students so that shorter students, or students who may have
trouble remembering directions, are up front during the whole-group demonstration and
discussion.
• The teacher will explain that to make this batch of Oobleck, he/she mixed water and
cornstarch. The teacher will ask the students what state of matter each ingredient is.
• The teacher will allow one student to pour a fourth box of corn starch into the bowl.
• The teacher will allow one student to pour another cup of water into the bowl.
• The teacher will begin to mix the Oobleck with their hands, and may invite a student to
help.
• The teacher will engage the students in a whole-group discussion, and invite them to make
observations.
• The teacher will allow students to touch the Oobleck.
• The teacher will point out some different ways to touch the Oobleck to make different
observations.
o “Punch” or apply pressure to the Oobleck.
o Gently lay your fingers in the Oobleck.
• The teacher will separate the students into groups.
• Each group will have one student who is considered a higher-level student in the
classroom.
• The teacher will allow the students to discuss in their groups, play with the Oobleck with
their hands, and put different materials in the Oobleck such a paper clips, dice, and
marbles.
• The teacher will walk around throughout the experiment and aid in discussion.
• After about 15 minutes of the students experimenting and observing the Oobleck, the
students will be given a clean-up procedure:
o One student wraps their bowl in the newspapers under it.
o Two students grabs wet-wipes from a teacher to clean the floor.
o One – two students grab paper towels to wipe up the floor after the wet wipes.
o All of the students will wash their hands once their area is cleaned.
• The teacher will explain to the students that they have 10 minutes to complete their lab
sheets independently.
• The teacher will have students remind him/her what the different sections are,
observations, analyze, and conclusion.
• The teacher will remind students to be specific in the analysis section, and that this section
should include characteristics connecting what students saw in the observations and how
this relates that what we know about solids and liquids.
• The teacher will walk around as the students complete their lab sheet and assist them if
they have any questions.
• The teacher will collect the lab sheets as they complete them.

Closure/Summarizing Strategies:
• The teacher will ask students what they think the Oobleck is.
• The teacher will explain what scientists say the Oobleck is! A non-Newtonian fluid which
is a substance that changes its state of matter between solid and liquid based on the amount
of pressure applied.

Accommodations/Differentiation:
• JG, GK, JT: These students will not be in the classroom for the experiment. However,
these students will be given a chance to interact and observe the Oobleck at the end of the
day in a small-group setting.
• ND, MM, HM: These students will be allowed to use their matter tri-fold notes to help
them with the lab sheet.

Materials/Resources:
• 16oz. box cornstarch (4)
• Measuring cup
• Water (5 cups)
• Small, plastic bowls (5 – 6)
• One large bowl
• Lab sheets (24 copies)
• Bartholomew and the Oobleck by Dr. Seuss
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts