Katelyn

**Katelyn O’Malley 11/12/09** __Teaching Objective/Aim__: TSWBAT: compare the differences between a solid and a liquid and describe how they know what state of matter a object is in.
 * Five E’s Lesson Plan Model**

__State Standard__: S2P1. Students will investigate the properties of matter and changes that occur in objects. a. Identify the three common states of matter as solid, liquid, or gas. b. b.  Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.

__Materials__: ► cornstarch ► water ► food dye ► pencil ► paper ► plastic cups ► eyedroppers ► stirring sticks ► baby wipes ► wax paper ► Plastic trays to hold materials ►Seuss, Dr. //Bartholomew and the Oobleck//. New York. Random House. 1977. __Pre-Lesson Teacher Preparation__: · Locate and preview the book //Bartholomew and the Oobleck//. (See Materials.)

· Cut a wax paper square for each student. Each square should be about one foot square. This will be used to for the experiment surface and boundary for the oobleck as the students investigate its properties.

· Locate plastic cups. You need two per student. They must be plastic as the students will poke holes in foam or paper cups.

· Measure 2 tablespoons of cornstarch into each plastic cup.

· Locate stirring sticks with for each student. The sticks will be used to stir the oobleck and as a tool for investigating.

· water for students to mix with the cornstarch

· Experiment with the recipe to know the feel of the finished oobleck. Having had the experience of making and playing with the oobleck yourself, you will be able to assist the students in making their oobleck in a much more timely manner. Personal experience is very helpful. Procedure In a plastic cup place two tablespoons of cornstarch then one tablespoon of water. Mix with the stirring stick. Mix well. The mixture should appear as a solid in that you can bounce the stick off of its surface, but also appears as a liquid as it pours out of the cup.

After cleaning off their desks, students should receive a one foot square piece of wax paper. This will be their surface for experimenting and will also serve as a boundary for the oobleck. Explain that all oobleck MUST stay on the wax paper. Any oobleck that cannot follow the rules will be placed in the garbage. Pass out the plastic cup containing two tablespoons of cornstarch. Have the students feel the cornstarch by sticking one finger into the cup and then rubbing that finger with another to feel the texture of the cornstarch. Have the students use the properties of the cornstarch to classify it as a solid. The cup, stirring stick, and wax paper can also be classified as solids. They have their own shape. Before adding the water to cornstarch, describe the properties of the water and elicit the classification of liquid for the water.
 * Engage**
 * To engage my students I will begin by reading the book //Bartholomew and the Oobleck// to the class. **During read aloud time, read //Bartholomew and the Oobleck// as a read-aloud activity. Be sure students see all the pictures, as it will help them envision the state of matter of the oobleck. During science time, discuss the state of matter of the oobleck as described and illustrated in the book. Ask students if they would like to make their own oobleck.
 * Explore (experiment/activity procedure)**

Each student needs one tablespoon of water. (water will already have green food dye in it to give the appearance of real oobleck) Each student will have a plastic cup filled with water next to his or her cornstarch. The students will slowly add water to the cornstarch mixture.

Once the students have the cornstarch and water in their cups, they use their sticks to stir. As you found from your pretrial, the mixture has very unique properties that are discovered while stirring. You will know when the mixture is exactly right because the stirring stick will bang and bounce off the surface of the mixture, yet stirring can continue. As students use their sticks to bounce off the mixture, ask about the state of matter for the mixture. Most students will say it is a solid because it is hard. Listen to the students' responses and encourage them to back up their responses. Don't give any feedback at this point.

Staying over the wax paper, have students pour a small amount of the mixture into their hand. Encourage students to experiment with the oobleck. Can they shape it into a ball? Will it stay in that shape? Can they pick it up off the wax paper? Can they hold it in their hand? Can they make two pieces of oobleck join together? With only the residue of the oobleck on their hands, rub their hands together and feel the texture. Ask if the classification should be changed. Is oobleck a solid, liquid, or gas? (Answer: liquid) How do you know? (Answer: It does not have a shape of its own. It is runny when it is poured.) Ask the students what they think changes the oobleck from a solid to a liquid and back to a solid again.

Clean up is a very fast procedure, as the mixture appears to melt away as it comes in contact with baby wipes. Students should wash their hands and throw away their sticks. The wax paper and cups can be trashed. Total class clean up should not take more than a few minutes.

· ** Teacher will explain oobleck is a liquid because it does not ** have a shape of its own. It is runny when it is poured.
 * Explain**
 * (student/group share)**
 * · **** Students will clean up their areas. **
 * · **** Students will have a sheet to explain if oobleck is a solid, liquid, or a gas and why. **
 * · **** After students have written down their responses, as a class we will discuss what form of matter oobleck is. **
 * Extend**
 * · **** Students will review the three types of matter (solid, liquid, gas) **
 * · **Teacher will explain pressure applied upon the oobleck is the reason it changes from a liquid to a solid. When pressure is released the solid is changed back to a liquid.


 * Evaluate**
 * I want to know if the students understand the concepts of matter. I will know this when I observe the students making oobleck and while they form and shape it. I will listen to students’ responses as they experiment with the oobleck. I will review the students’ work they turn in on how they would classify oobleck. **