Developmental Lesson Plan

Teacher Candidate: Mr. Murphy Date: October 22nd

Group Size: Allotted Time: 50mins Grade Level: 3rd

Subject or Topic: Oobleck and Determining States of Matter

Common Core/PA Standard(s):

Standard - 3.2.2.A4
Experiment and explain what happens when two or more substances are combined (e.g.
mixing, dissolving, and separated (e.g. filtering, evaporation)

Standard - 3.3.4.A2
Identify basic properties and uses of Earth’s materials including rocks, soils, water, and gases
of the atmosphere.

Learning Targets/Objectives:

The third grade student will be able to explain why Oobleck is not a solid or liquid, by using
descriptions and properties.

The third grade student will be able toexplore non newtonian substances and compare them to
their liquid and solid counterparts.
Assessment Approaches: Evidence:
1. Take a pole on how many students 1. Observational
think the substance is a solid or a 2. Students will be graded on a 3 point
liquid, by having them raise their scale with receiving a point for each
hands. reason that they made in supporting
2. Assess the students ability to provide their stance on the oobleck being solid
three statements that support them or a liquid.
predicting that it is a solid or liquid in
the poster and presentation form.
Assessment Scale:
3/ 3- The students in the group were able to provide three reasons as to why they believed that
the substance was either a solid or a liquid.
2/ 3- The students in the group were able to provide two reasons as to why they believed that
the substance was either a solid or a liquid.
1/ 3- The students in the group were able to provide one reason as to why they believed that the
substance was a solid or a liquid.
Subject Matter/Content:
Prerequisites:
● Students need to be able to know the properties of the different properties, and what
differentiates a solid and a liquid
 ● Understand that mixtures can change the state of a material
● The student should be able to follow step by step directions in finding the state of
matter that the oobleck is
● Be able to measure substances in order to make their own slime and then classify that
Key Vocabulary:
● Mixture​- Two or more materials together in a substance
● Solid​-​ ​relating to the characteristics and structure of solid material
● Liquid-​neither solid nor gaseous
● Non Newtonian Fluid​- is a fluid that does not follow Newton's law of viscosity
● Fluid​- a substance that has no fixed shape and yields easily to external pressure
● Classification​-the action or process of grouping something according to shared
qualities or characteristics
Content/Facts:
A. Bring all of the previous knowledge that the students have gained on the states
of matter together in a final lesson that will have them working with a new
substance in a non newtonian fluid.
a. There will be a premixed container of Oobleck for the children to
observe and interact with its unique properties and try to classify it as a
liquid or solid.
b. The students will also engage in creating a mixture, turning water into a
slime that will look like Oobleck, but not be the same texture, as they
will later discover.
B. The children will work with using an inquiry sheet that will lead them to the
definition of it being not a solid or liquid.
a. The children will be working with a number of other substances,
including slimes, water, and some other ingredients used in creating the
slime and the Oobleck.
b. When they follow through the sheet, they will have enough evidence as
a way for them to develop a prediction for what they believe the slime
and Oobleck are as states of matter.
C. Oobleck book will get children learning about the mixture and its properties in a
fun way through a Dr. Seuss book that will introduce them to the mixture before
they are able to explore it.
D. Compare and contrast the solids and liquids that students are familiar with and
have them debate why they feel that the substance is one or the other by having
them talk with proper terms that they have been using throughout the lesson.
Introduction/Activating/Launch Strategies:
A. To build off of yesterday’s closure to the lesson on mixtures, explain to them that they
will be creating a new type of mixture today as well as interacting with other mixtures.
B. Play the video about different chemical changes and how the students can tell if a
chemical change has occurred in different materials as opposed to a physical change
which can also be demonstrated. (​https://www.youtube.com/watch?v=37pir0ej_SE​)
C. To close the introduction, have the children work on their physical and chemical
changes worksheet that will get them interacting with the information that they learned
from the video. This worksheet will just be graded on completion, not the correct
 response, as this is a newer topic that hadn’t been addressed heavily.
https://pin.it/3Yjbjhu
Development/Teaching Approach
A. After the children worked on their worksheet for being able to determine if a change
was chemical or physical, it is a good time to tell the children that it didn’t matter what
they got correct or incorrect.
a. Go through the answers with the children and select students with incorrect
answers, so you can be sure to clear up any issues that children may be having
in working with physical and chemical changes. It is important to add that
many physical changes are just a change in the shape of an object, but chemical
changes are a result of heating up or mixing different things together with
agitation in order to make change occur.
B. After taking the children through the answers and clearing up any questions on the
differences between the two, tell the children that they will be introduced to a couple
physical changes that may look like a chemical change. Get the children interested in
working with the Oobleck and mixtures by taking some time in order to read the story,
“Bartholomew and the Oobleck”.
a. After reading this story, tell the children that you actually have some Oobleck
that they will get to interact with after they create their own mixture.
C. After talking about physical and chemical changes, tell the children that they will be
mixing a number of different solids and liquids together in order to create a physical
change. They each are creating their own slime as a way to get them working hands on
and exploring with a substance changing.
a. Have all materials pre measured for each child, so that they don’t have to worry
about measuring their own and that way you know it will work. Use green food
coloring, so it looks similar to the oobleck.
b. Have the children create the mixture and talk about what they are noticing
changing when mixing the materials together to create the liquid slime.
D. After the children have worked with their slime and have decided what state of matter
their slime is. Bring the children over to the round table and allow for them to interact
with the Oobleck that they have read about in the story about Bartholomew. When the
children are working with the Oobleck, be sure that you use a mix of vocabulary such
as words like solid and liquid or hard and soft to make the children think about what it
might be.
a. Children will have a sheet to take notes on their interactions with the slime and
Oobleck so that they can build information on what state of matter that the
Oobleck is, by bringing together the information they have learned throughout
the lesson.
https://docs.google.com/document/d/1ZNOztrZpdJ6YwH-VClLIGq8wAsIQEF
m5Zfd5izxoy8I/edit?usp=sharing
E. After the children have decided on what state of matter they think that the Oobleck is,
allow for them to break into groups of four and have them develop 3 reasons for why
they think that the mixture is one state of matter, and the 3 reasons that they know it
isn’t the other.
a. It is okay if the student’s can’t come up with reasons for why they know it isn’t
the other, because there is no correct response.
 b. The kids will place their reasoning on a poster created by the group, and then
place the different groups posters on the board.
c. Have each group share their prediction and poster to the class, and after each
group has shared, take a poll from the class by having them raise their hand to
vote for solid or liquid.
F. After they have made the vote, tell all of the children that none of them were right, and
that there are some substances that don’t fit into any category of the states of matter.
After this explanation, you will close the lesson up with a video that more simply
explains the definition of a non newtonian fluid.
Closure/Summarizing Strategies:
A. As a conclusion to the lesson, the students will be watching a Crash Course Science
video that will close up the idea of non newtonian fluids for the children in a more
simplified way. ​https://www.youtube.com/watch?v=Fnd-2jetT1w
a. This video will be a good conclusion to the lesson, and be a good way to clear
up any confusion of the lesson and the confusing concept of a substance not
being one of the three states of matter.
B. After the video, tell them that they will be reviewing the content on matter and all of
the concepts that have been taught throughout the week tomorrow, for the exam that
will be the following day.
Accommodations/Differentiation:
A. An accommodation for a student that has a visual disability would be reading the
inquiry sheet with the different questions that the children will be answering based on
physical and chemical change. By reading these questions to that student, you will get
their direct responses from them, and they won’t have to read the small font on the
sheet that will be handed out to the rest of the class. It is also difficult for some
students with visual disabilities to write in small blanks, which will be an issue with the
inquiry sheet for the rest of the students.
Materials/Resources:
● Pencil (each)
● Spoons (each)
● Cups (each)
● 1/2 cup of glue (each)
● ½ cup of water (each)
● food coloring (each)
● ½ cup of liquid starch (each)
● 2 cups of corn starch
● 1 cup of water
● Measuring cups
● Big bowl for oobleck
● Inquiry
Sheet:​https://docs.google.com/document/d/1ZNOztrZpdJ6YwH-VClLIGq8wAsIQEFm
5Zfd5izxoy8I/edit?usp=sharing
● Intro Video: ​https://www.youtube.com/watch?v=37pir0ej_SE
● Closure Video: ​https://www.youtube.com/watch?v=Fnd-2jetT1w
● Dictionary: ​https://kids.britannica.com/kids/browse/dictionary
Name: 
Date: 
 
Oobleck and Slime Observations 
 
 

  Slime  Oobleck 

Texture     

Color     

Ingredients     

What is the response to     

you manipulating the 
substance? 

Does the substance flow?     

How heavy is the     

substance? 

Is the substance hard?     

What happens when you     

hold this substance? 

What causes this     

substance to change? 

What state of matter is     

the substance? Why? 
 Good (3) Fair (2) Poor (1) Total
Scor
e

Detail The student The student The student

was very was detailed lacked details
detailed in in their in their
their response to responses
response to each of the from a
each of the categories on number of the
categories on the inquiry categories on
the inquiry sheet. They the sheet.
sheet. The lacked The student
student used specific didn’t use
specific details in their specific
details in their responses. details in their
responses. responses.

States Of Matter The student The student The student

Response Supported With was able to was able to was able to
Evidence provide provide a provide a
evidence with response for response for
properties for each of the each of the
both of the materialis, materialis,
materials and had and did not
when they provided provide any
were evidence, but evidence for
responding to the student one or both of
selecting the did not use the materials.
state of properties in
matter for order to make
each of the their
materials. selection.
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts