Inquiry Lesson Plan: Oobleck (Day 4) 1.

Science Content Standard (Science Standards adopted 1998 or Next Generation Science Standard):
Grade Five: Physical Sciences Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept: a. Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties.

2. California Common Core State Standards: English Language Arts and Literacy:
Grade 5: Speaking and Listening Standards K-5 1b. Follow agreed-upon rules for discussions and carry out assigned roles. 1c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Writing Standards K-5 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Language Standards K-5 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. d. Recognize and correct inappropriate shifts in verb tense.

3. Learning Goal:
The students will learn that during chemical reactions atoms will rearrange to form products with different properties.

4. Objective:
Students will be able to describe the differences between a chemical versus a physical change.

5. Inquiry Prompt:
When mixing materials, what characteristics tell you that it is a physical change or a chemical change?

6. Materials:
1 cup cornstarch (per table) 1 bowl (per table) 1 glass of water (per table) plastic container-like an old, empty yogurt tub (per table) food coloring (optional) newspaper to cover the table water bottle filled with oil water (to put in the bottle)

7. Key Vocabulary: (discussed in earlier lessons in the unit)

Chemical reactions Physical reactions solid liquid

8. Procedure:
1. Give each pair of a students a water bottle filled with oil and food coloring, oil and water, and just water. 2. Ask the students to discuss: a. What do you think will happen when we pour the oil into the bottle? 3. Pour the water into the bottle with oil. Then have them put water in the food coloring/oil mixture bottle. 4. Ask the students to discuss what happened when they mixed the 2 materials in the bottle. 5. Share ideas with the class about what they discussed. 6. Distribute the new materials (cornstarch, water, spoon, food coloring, newspaper). 7. Have the students open the newspaper to provide a place where they will be working with the materials. 8. Explain what the materials are on the table. 9. Tell the students that we will be mixing these two materials. 10. Ask the students to hypothesize what will happen if we mix the cornstarch and water together. 11. On the paper provided for the pair of students, ask the students to describe what they think will happen when mixing these materials. 12. Have students share with the class what they think they will make.

13. With the cornstarch already in the bowl, ask the students to pour the water into the bowl. 14. Give the students 5 minutes to explore the new material with the spoons provided. 15. Ask the students these questions while they are exploring the new material: a. What do you notice about the texture? b. What do notice about the shape? c. What helps you figure out if it is a physical change or chemical change? 16. Ask the students to compare the similarities and differences between the first and the second mixture. 17. Discuss the students findings as a class. Ask the students how they know whether it is a chemical or a physical change. 18. Watch YouTube video: http://www.youtube.com/watch?v=RUMX_b_m3Js 19. Ask the students to discuss what they learned and observed about both the Oobleck and oil/water mixtures. ELL Strategies: Have the English Language Learner work with a partner that also speaks their own language as well as English so that they can explain what needs to be done. The students will be doing the hands-on experiment exploring the materials.

9.

Adaptations/modifications:

Special Needs Student (Speech): Have the special needs student write down what is discussed and their partner will share their findings with the class. The students will be doing the hands-on experiment exploring the materials.

10.

Assessment:

Ask the students to turn in their observation sheet that they filled out for the group during the activity. On the observation sheet we will be looking to see if they students were able to describe the differences between a physical and a chemical change.

Unit Overview Standards: Physical Science

1f: Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds.
1a. Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties.

Day 1:

Learning Goals: Students will learn how reactions cause atoms to rearrange and form new products. Students will be put into groups and given pictures of different items with the items they will separate them into three different groups solids, liquids, and gases. When they have finished separating the pictures they will discuss as a class what makes a solid a solid, a liquid a liquid, and a gas a gas. They will then practice acting as water molecules they will start off as a solid standing in a group and very little movement. The teacher will have flashlight with a red light as if they were adding heat. When the teacher shines the flashlight on a few students they will start moving slowly and bumping into other molecules but still close together and soon everyone will be moving and they will now be a liquid. The teacher will shine the flashlight again to add more heat and they will be a gas moving freely around the classroom. The students will do the same activity but backwards and the teacher will now use a blue flashlight to bring them together. Once the activity is over the class will review what they noticed about the molecules when they were in different states.

Day 2:
Learning Goals: Students will learn about the physical changes that happen to form new products. Students will start off by observing the teacher who will have an ice cube, the teacher will ask the students what is this? (an ice cube) What is an ice cube? (frozen water). The teacher will then melt the ice cube using a blow dryer and then ask the students what is it now? (a melted ice cube/water). The class will then talk about what happened and how it was a physical change. Students will then be given different objects (new eraser/used eraser, sheet of paper/torn up paper, popcorn kernel/popped popcorn) they will write down why/how it is a physical change. As a class they will try to come up with other items that could have physical changes.

Day 3:
Learning Goals: Students will learn about the chemical changes that happen to form new products. Students will start out the lesson by reviewing what a physical change is and give examples of what physical changes are in chemistry. The students will be given a glass of warm water and some salt. The students will mix the two ingredients together to show the chemical change is now salt water. The students will also be shown popcorn

kernels and popped popcorn to show the chemical change from kernel to popcorn. They will then learn why this was a chemical change instead of a physical change because a chemical change occurs when a new compound is produced as a result of a reaction between two substances. Chemical changes cause permanent changes in the composition of the material. Then as a class, the students will try to determine other things in their daily life that are chemical changes.

Day 4: See Lesson Plan Day 5:

Learning Goals: Students will compare the differences between chemical and physical changes that occur to form new products. In this last lesson the students will take their gathered knowledge of chemical changes and physical changes and compare and contrast them, by using a venn diagram on a poster paper. They will be in table groups discussing all that they have learned, to work together to come up with as much detailed information that they can remember, facts and recent experiences. After they share their posters they can hang them up around the room for reflection .