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Developmental Lesson Plan

Teacher Candidate: Zoe Dougherty Date: 11/13/20

Group Size: 20 Allotted Time: 60 minutes Grade Level: 3rd

Subject or Topic: Science: Properties of matter

Common Core/PA Standard(s):

Standard - 3.2.3.A1
Differentiate between properties of objects such as size, shape, and weight and properties of
materials that make up the objects such as color, texture, and hardness.

Differentiate between the three states of matter, classifying a substance as a solid, liquid, or
gas.

Learning Targets/Objectives:

the student will differentiate between the three states of matter classifying a substance as a
solid, liquid, or gas.
Assessment Approaches: Evidence:
1. Quicksand journal entry 1. Observational
2. Exit ticket 2. Answering the journal entries
3. Inquiry sheet 3. Filling out the exit ticket
4. Filling out the inquiry sheet
Assessment Scale:
1. Inquiry Sheet
a. fully and correctly filled out observations, answered inquiries with supporting
evidence relating to states of matter- proficient
b. Fully filled out observations and answered inquiries with little supporting
evidence relating to states of matter-basic
c. Did not fill out observations/ did not answer inquiries- below basic
2. Quicksand journal entry
a. when answering the question: “What would you do if you found yourself in
quicksand, another non- Newtonian fluid? Reference its properties in your
explanation” they answered either:
b. Answer referencing its properties- proficient
c. Answer not referencing its properties- below basic
3. Exit ticket:
a. Responded with something they learned within the lesson- proficient
b. Respond with something irrelevant to the lesson- below basic
Subject Matter/Content:
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states of matter

Prerequisites:
● General knowledge of solids liquids and gases.
● General knowledge of the difference between an inference and an observation

Key Vocabulary:
Solid
Liquid
Observation
Inference
Non-Newtonian

Content/Facts:
What state of matter is oobleck?
What is a non-newtonian fluid
Different states of matter
What are some properties of the different states of matter
How does one apply these properties
by using them to classify oobleck

Introduction/Activating/Launch Strategies:
● (10 min)
● The teacher will recap on Oobleck by Dr. Seuss by playing a short summary video
(The teacher has already read this book to the students during the reading block of the
day).
● Ask the students what they think oobleck would feel like
● Ask the students what state of matter they think the oobleck is
○ Before you have any student answer allow for students to think about it and
have them refer to the states of matter anchor chart on the wall and review.
○ Give students a minute to ponder and have a few students give their answers.
Development/Teaching Approaches

● (10 min) The teacher will work with the students to make an anchor chart on the
properties of solids liquids and gases (pg 5).
○ The teacher will ask the students questions such as:
■ What are some things that are solids?
● Can the size of solids change easily?
● Can the shape of solids change easily?
■ What are some things that are liquids?
● Can the size of liquids change easily?
● Can the shape of liquids change easily?
■ What are some things that are gases?
● Can the size of gases change easily?
● Can the size of liquids change easily?
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● (15 min) The teacher will explain the activity to students and student will complete it.
○ Students will get in 5 groups of four and push their desks together.
○ The teacher will distribute the materials in preportioned bags
○ These groups will make oobleck with the materials provided on their desks.
○ The students will play with and explore Oobleck while the teacher encourages
students to think about the physical properties of matter
○ As a group, the students will write down observations about the oobleck with
reference to the three states of matter on their inquiry sheets.
■ Remind students to use the states of matter anchor chart as a reference.
■ Tell students to use their five senses to make observations
○ Remind students of the differences between an observation and an inference
■ Observation is when you use senses to gather information
■ Inference is when you explain things you observe
○ The students will also fill out an inquiry sheet with the questions:
■ Why is oobleck not a liquid?
■ Why is oobleck not a solid?
○ Facilitate student learning by walking around and asking students questions
about Oobleck, emphasizing the difference in states of matter.
○ The teacher will remind them that their inquiry sheets will be collected to see
their reasoning.
● (10 minutes) The teacher will facilitate a class discussion on the student’s observations
○ Ask questions such as “What did you notice?”, “What did Oobleck remind you
of?”, “What did Oobleck feel or smell like?”.
○ Write down all of the students’ observations on the whiteboard
○ The teacher will remind students to look at the solid, liquid, gas anchor chart.
○ “What state of matter do you think oobleck is?”
○ Allow students to discuss
○ Introduce the idea of non- Newtonian fluids.
■ Non-newtonian fluids have properties of both solids and liquids.
● (5 minutes)Ask students to get out their journals and respond to the prompt: “What
would you do if you found yourself in quicksand, another non- Newtonian fluid?
Reference its properties in your explanation”.
○ Have students complete an exit ticket that asks “What was one interesting thing
you learned about today?”
○ Have the students hand in their exit ticket and inquiry sheets.
Closure/Summarizing Strategies:
● (10 min)
● Bring the lesson to closure by reading The Quicksand Book by Tommy DePaola
○ Introduce it by saying I want you to think of oobleck as kind of like quicksand
○ Read the book
○ The teacher asks: how is it similar how is it different
Accommodations/Differentiation:
● Autism Spectrum Disorder
○ provide the student with a rundown of the activity before it starts
○ provide the aide (if present) with a copy of the lesson plan
○ give student a warning when switching activities.
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○ If overwhelmed provide a quiet space for them to calm down.

○ If needed, provide them their own Oobleck to work individually
○ Student does not need to touch Oobleck if they dont want to.
Materials/Resources:
Mrsjorgenson.com

http://www.mrsjorgenson.com/uploads/6/1/7/1/6171106/science_and_ela_lp.pdf

20 pencils
20 journals
Whiteboard
Dry Erase Marker
6 Ooblecks (1 part water, 2 parts corn starch) (One extra for student with autism)
Oobleck by Dr. Suess
https://www.youtube.com/watch?v=0zIElmFb0gQ&ab_channel=BrittanyBoxler

States of matter anchor sheet (Teachers pay Teachers

https://www.teacherspayteachers.com/Product/States-of-Matter-Interactive-Notebook-2818214
)

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

ex: “19 out of 20 students meet the learning target

Remediation Plan (if applicable)

Personal Reflection Questions

Was enough time allowed for the students?

Additional reflection/thoughts

Could all students easily differentiate between a solid and a liquid?

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Name:__________________

Observations:
I see….________________________________
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I feel….________________________________
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I noticed…._____________________________
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Why is Oobleck not a liquid?

______________________________________
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Why is Oobleck not a solid?

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