UNLV/Department of Teaching & Learning

Elementary Lesson Plan 3

UNLV Student:

Madison Dolginoff

PSMT Name:

Lesson Plan Title:

Date:
Grade Level:

Oobleck
March 19,2014
5

Lesson Plan Topic:

Estimated Time:
School Site:

Nathan Jones/ Emily

Miles
Science
60 minutes- 3 periods
Roundy ES

1. State Standard(s):
(5)2.3 Investigate and describe that by combining two or more materials, the properties of
the resulting material can be different from the original materials (vinegar and baking
soda, drink mix, salt and water).
W.5.2e Provide a concluding statement or section related to the information or
explanation presented.
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
2. Teaching Model(s):
Co-teaching model: Drift
Kagan Corporative Learning Models
3. Objective(s):
Students will conduct a science experiment measuring the ingredients and following
procedures, investigating how combining two or materials can change a substance.
Students will quote adjectives from text accurately. Using this information students will
draw inferences throughout the text of what oobleck could be.
Students will write a concluding statement explaining whether or not oobleck is a solid
or a gas.
4. Materials and Technology Resources
-Bartholomew and The Oobleck by Dr. Seuss
-Science Notebook
-Pencil
-Smart board
-Cornstarch
-Measuring cup
-Styrofoam cups
-Water
-Buckets/ Foil tins
-Post its
-Large trash bags

-2 waterbottles, 1 water, 1 cornstarch

5. Instructional Procedures:
a. Motivation/Engagement:
-Teacher will show students cornstarch in a closed plastic water bottle. Teacher will pass
the water bottle around the room having student call out whether they think it is a solid,
liquid or gas and a property they notice about the substance. Teacher will do the same
thing with a bottle filled with water. (Lemov Technique 36 100 percent)
-(DOK2) What do you think would happen if we mixed these two objects?
-(Kagan Jot Dot) Teacher will read the story Bartholomew and the Oobleck by Dr.
Seuss out loud, reminding student to write down any adjectives they hear about the
substance described throughout the story on post it and put it in the middle of their team
trying to fill the whole table.
b. Developmental Activities or Learning Experiences: (outside)
-Directions will be given to team captains to come up and get supplies.
- When told to go, captains will mix the ingredients in their buckets. Co captains will be
told to slowly mix the ingredients around using their hand.
- Once this is done all students will be welcome to examine and investigate (Blooms
Analysis) only two student hands in bucket at all times.
- Teacher will stop students and ask a series of questions
-DOK 3- Hold a handful in your open palm- what happened?
-DOK 3- Try squeezing it in your fist and rolling it between your hands- How does it
behave?
-DOK 3- Try punching it- does it splash? What happens?
-Students will then listen to clean up procedures and go back to the classroom.
(15 minute Kagan timer)
- In science notebooks students will write a list of their observation.
-Students will also answer the question:
-Blooms Synthesis- Draw inferences about whether oobleck is a solid, liquid
or gas and why?
-Blooms Evaluation- Conclude why combining two or materials can make
the properties of the resulting material change?
-Teacher will explain why oobleck behaves the way it does and the scientific term for
it.
c. Closure:
-Students will explain some traits oobleck has and how it relates to the story read
above.
- If time allows teacher will show mythbuster video about oobleck:
https://www.youtube.com/watch?v=-wiYtoG9kZE
d. Extension:
- Students can tell someone at home about what they learned in school and explain
oobleck is neither a solid, liquid nor gas.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Accommodations:
- Teacher will extend time if needed

Modifications:
-If students are stuck, teacher will provide example of an adjective students can used
when reading the story.
- Teacher will hint at when Dr. Seuss starts listing characteristics of oobleck
Differentiation:
- Co- teacher will walk around and give students some ideas if needed
7. Assessment and Evaluation of Learning:
a. Formative:
-Throughout jot down, teacher will assess if students answers make sense and that each
student is able to come up with at least 3 ideas.
-Throughout lesson teacher will jot down notes on formative assessment sheet through
UNLV.
b. Summative:
-Teacher will check for understanding when students draw inferences in their science
notebook.
8. Homework Assignment:
Student can apply the lesson they learned and think of what other items have similar traits
to oobleck. Are they made of two different materials? EX: Jell-o, quicksand, silly putty
9. Reflection:
a. Strengths:
This lesson overall went wonderfully! Some strengths I feel as if I had wonderful
classroom management and implemented my mentors strategies throughout. By having
good classroom management I felt as if the class was more engaged, which lead to having
a better learning environment. Also the students seemed to have learned a lot about a nonNewtonian liquid and very invested to relating it to real world items such as jell-o and
quicksand. Some students even took it to another level saying they were going to research
more about the topic. I believe my classroom objectives were met and overall it was a
great lesson I hope to do with my future classroom.
b. Concerns:
The one concern I had is my extension did not seem to go as planned. Next time, I plan to
try and get a better extension for those students whom finish early. Also, although I
approved when it came to pacing, I still did not make all 3 periods equal when it came to
finishing. One class took 60 min and one took 75, which is basically the whole period.
c. Insights:
I plan to work on my extension to my assignments and continue working on pacing
throughout practicum 2. One insight I had throughout my lesson was that Dr. Seuss
novels can be very lengthy. Next time, I need to either plan a group activity in the middle
of the story or ask more questions throughout to keep students engaged.