Lesson Plan Format
Butler Buddy Enrichment Groups
Date: 10/5/11 Session Number 3
Grade Level: 2 Focus Book or Theme: Solid and Liquids/Bartholomew and the Oobleck
Butler Students: Amy Coffman & Ashlynn Morrill
Teaching point(s) for this lesson: (What you want students to know or be able to do because of their involvement in this session):
- Observe the qualities of solids and liquids, recognizing the difference between the two.
- Discover the properties of Oobleck through hands-on exploration. The students will decide if the substance is a solid or a liquid as they determine some of their own properties of Oobleck.
Integration of content areas:
- Science:
o 2.1.2 Predict the result of combining solids and liquids in pairs. Mix; observe, gather, record and discuss evidence of whether the result may have different properties than the original materials.
o 2.5.5 Estimate and measure capacity using cups and pints.
Integration of reading, writing, speaking, listening, viewing, movement, or the arts:
- Reading: Teacher will read aloud a portion of Bartholomew and the Oobleck prior to introducing the substance to students.
- Writing: Through the exploration, students will be able to answer the following questions about Oobleck. They will record their answers on an Oobleck Lab.
o Can you push into it?
o If you pick something up, does it all come up? (Answered with manipulatives)
o Does it pour out smoothly, or does it fall out in a clump?
o Does it keep the same shape?
o Is Oobleck a solid or liquid?
Read aloud or demonstration:
- Amy and I will read aloud Bartholomew and the Oobleck. As we read, students will make predictions as to what Oobleck might look like, smell like, feel like, and sound like.
Instructional strategies including planned discussion questions:
What instructional strategies will you use in what order? Give step-by-step descriptions so a substitute could follow your plan.
1. Read Aloud: Teacher will read aloud a portion of Bartholomew and the Oobleck. As we read, students will make predictions regarding what this mystery substance might look like, smell like, feel like, and sound like based on clues from the text.
a. Questions for Discussion:
i. Based on what the author has told us so far about Oobleck, what do you think it would feel like or look like? What makes you think so?
2. Introduce Oobleck Ingredients: Before the Oobleck is introduced, students will have the opportunity to explore the ingredients separately. They will observe the qualities of the cornstarch and the water. Then, students will make predictions about what would happen if we mixed the ingredients.
a. These are the ingredients in Oobleck. (Show the cornstarch and water. Let students feel the ingredients) Based on what you know about solids and liquids, is cornstarch a solid or liquid? What about water? Remember when we combined the powder with the water last time? What do you think will happen when we combine the water with the cornstarch? Let’s see if we were right!
3. Oobleck Experiment: Students will measure appropriate amounts of water for the recipe using measuring cups. Students will then add the water to the cornstarch and mix the substances together with their hands. A small mini-lesson on how to use measuring cups can be incorporated if need be. Students will investigate the qualities of Oobleck and make conclusions as to whether it is solid or liquid.
a. First: Teachers will give students time to talk freely about the Oobleck. Teachers will chime in with discussion questions.
i. How do your hands feel?
ii. What do you notice about the way Oobleck forms in your hands?
iii. What do you notice about the way Oobleck dries?
iv. Can you pour Oobleck?
v. Can you pick Oobleck up?
b. Second: Teachers will introduce manipulatives for students to add to the Oobleck for further investigation.
i. Do the objects float in the Oobleck?
ii. Do the objects sink?
iii. What do you notice?
c. Third: Students will come to a conclusion as to whether Oobleck is a solid or a liquid. Students will collaborate to come up with their own “Laws of Oobleck” (the most important qualities of Oobleck). The teachers will record these laws on a large sheet of paper. We will revisit and add to these laws on Wednesday as we reach a definite conclusion.
Closure: How will you end the session?
The session will be ended with specific praise. As the lesson wraps up, teachers will make note of what the students did well before verbalizing their thoughts to the students.
- Note: This experiment will take place over a two day period.
On the back of this sheet:
Reflection on the lesson: What went well? What should have been changed? What will you do differently next time? How will you follow-up on this lesson?
What went well?
Again, the students really responded to the hands on experience. Their observations and questions guided the lesson and provided pathways for further investigation of the substance. By the end of the third lesson, the students were already discussing the possibility that the substance could be a solid AND a liquid, but this possibility wasn’t confirmed until the fourth day, after the students had had ample time to gather their observations and form a fact-based opinion about the substance.
What should have been changed?
I wish that Amy and I had required the students to document their observations and thoughts in writing, through use of some form of scientific journal. Although we stated observations and reflected verbally as a class I think that this experiment was lacking a big piece of the scientific method. Due to a lack of time (and a BIG mess), a written documentation was not feasible.
What will you do differently next time?
Next time I teach Oobleck to a group of students, I will make sure that there is ample time for written documentation of the exploration. The big issue with Oobleck is TIME. It is such an unfamiliar substance that students need ample time to investigate, and form conclusions about the substance and its state of matter.
How will you follow up the lesson? This was our last session, so follow up is not needed. As closure to the unit, we reflected back to the KWL chart that we made on the first lesson. We answered initial questions and added items to the “learned” column of the chart.
ACEI Standards Addressed
3.2 Adaptation to Diverse Students
Appropriateness for Grade Level
In this lesson, students explored the properties of Oobleck over a two day investigation that led students to a conclusion that required students to name the substance a solid or liquid. The Oobleck investigation required students to use the knowledge they gained in the previous lessons regarding the properties of solids and liquids and to apply that knowledge throughout their investigation. This lesson was appropriate for 2nd grade students as they thrive on hands-on experiences, interacting with a variety of tactile materials, and applying their knowledge to draw conclusions. My teaching partner and I supported the students’ investigation by providing prompts that guided their thinking and observation of the substance. The students were provided with a variety of household materials, including straws and spoons, which aided in arriving at a conclusion. This lesson aimed to teach the following standards through an active inquiry investigation.
o 2.1.2 Predict the result of combining solids and liquids in pairs. Mix; observe, gather, record and discuss evidence of whether the result may have different properties than the original materials.
o 2.5.5 Estimate and measure capacity using cups and pints.
Materials to Support Diverse Students and Rationale for Selection of Materials
Initially, my teaching partner and I did not anticipate adapting this lesson for our students, as we expected that the entire group would benefit from the interactive and hands-on experience that the lesson provided. However, in conducting the investigation, one student made it clear that she did not care to participate in the physical observation of the Oobleck. This particular student had been sick the previous day, and was still not feeling well during this lesson. While this most likely contributed to the student’s behavior, it is important to note some additional background about the student. In comparison to the other students in the group, this student was not as emotionally mature as her peers. Academically, she was on track. However, she required more adult attention and often wanted to take over the lessons with her own ideas.
As my teaching partner and I noticed the attitude of this student toward the Oobleck investigation, we had to adapt the lesson on the spot. My teaching partner took the student aside and invited her to review the read aloud, Bartholomew and the Oobleck, previously read in the lesson. Because the student was still feeling under the weather, this activity was more aligned with her specific needs on that particular day. As a result, the lesson was adapted for the remainder of the group, as I had to lead the investigation without my teaching partner.
Although this particular student is not labeled culturally diverse or having exceptional learning needs, her needs during this lesson proved to be diverse compared to what was originally planned. The read-aloud served as the appropriate material used to provide the student with additional support, further knowledge of the content, and to serve the emotional and academic needs of the student on this particular day.
Teaching Methods