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OOBLECK:

What Do Scientists Do?


Grades 4 and 5

Concepts of Focus: Physical Properties The Nature of Science

Module: What Do Scientists Do? Academic Benchmarks Addressed within the Module MN Science Benchmarks:
Nature of Science and Engineering: 2.2.1.1.1 Describe objects in terms of color, size, shape, weight, texture, flexibility, strength and the types of materials in the object. 3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from ones own observations and investigations. 4.1.2.1.1 Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used. 4.1.2.2.1 Identify and investigate a design solution and describe how it is used to solve an everyday problem. 4.2.1.2.1 Distinguish between solids, liquids and gases in terms of shape and volume.

5.1.1.1.1 Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are essential parts of doing science.

5.1.1.1.3

Understanding that different explanations for the same observations usually lead to making more observations and trying to resolve the differences.

5.1.1.2.1 Generate a scientific question and plan an appropriate scientific investigation, such as systematic observations, field studies, open-ended exploration or controlled experiments to answer the question.

MN Math Benchmarks:

MN Language Arts Benchmarks:


Writing: 4.II.B.5 The student will use verbalization (discussions, interviews, brainstorming) to prepare for writing Use composing processes including pre-writing strategies as brainstorming, journaling, sketching, listening, outlining, and determining audience, purpose, and focus. 5.II.A.1a Write in a variety of modes to express meaning, including: descriptive 6.II.A.1 Write frequently in a variety of forms, including but not limited to the following:

5. ll.B.3a

poems, stories, plays, essays, journals, letters, directions, editorials, business communications and reports Speaking and Listening: 4.III.A.1 The student will participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups. 4.II.A.2 Demonstrate active listening and comprehension. 4.III.A.4 Organize and summarize ideas, using evidence to support opinions or main ideas.

5.III.A.1 Participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups. 5.III.A.2 Demonstrate active listening and comprehension. 5.III.A.5 Restate or summarize and organize ideas sequentially using evidence to support opinions and main ideas 6.III.A.1 Participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups

Benchmarks cont.

5-E View of What Do Scientists Do? Module Engage:

Explore:

Explain:

Extend:

Evaluate:

Day-by- Day View of What Do Scientists Do? Day 1 Introduction to Physical Properties Bartholomew and the Oobleck Letter from space station Mystery Bags Pre-assessment

Day 2 Explore Oobleck Explore Oobleck Identifiy and discuss physical properties of Oobleck

Day 3 Scientific Convention Discuss what a theory and scientific convention is Scientific Convention

Day 4- Designing Spacecrafts Testing objects in Oobleck Design spacecrafts Share spacecrafts Post-assessment

What Do Scientists Do? Material List: Bartholomew and the Oobleck by Dr. Seuss Anchor Charts Markers Mystery Bags Passports (journals) Letter from space station Name Tags Lab coats Items for Testing in Oobleck Oobleck Drawing paper Colored pencils Pre-assessment Post-assessment

Day 1 Lesson 1 (Introduction to Physical Properties) MN Science Benchmarks:


Nature of Science and Engineering: 2.2.1.1.1 Describe objects in terms of color, size, shape, weight, texture, flexibility, strength and the types of materials in the object. 3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from ones own observations or investigations. 4.1.2.1.1 Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used. 4.1.2.2.1 Identify and investigate a design solution and describe how it is used to solve an everyday problem. 5.1.1.1.3 Understanding that different explanations for the same observations usually lead to making more observations and trying to resolve the differences.

MN Language Arts Benchmarks:


Writing: 5.ll.B.3a Use composing processes including pre-writing planning strategies as brainstorming, journaling, sketching, listening, outlining, and determining audience, purpose, and focus. Speaking and Listening: 5.lll.A.2 Demonstrate active listening and comprehension.

Content Objectives: 1.) Students will develop an understanding of physical properties. 2.) Students will identify physical properties of different mystery objects. Language Objectives: 1.) Students will discuss their observations and understandings of physical properties. 2.) Students will record their observations in a journal. Materials: The book, Bartholomew and the Oobleck, by Dr. Seuss Anchor charts Markers Passports (journals) Letter from space station Mystery Bags Name Tags Pre-assessment Afternoon message

Academic Language: Substance Scientists Investigate Physical Property Definition

1.1 Explain/Purpose (20 min.)

Hand out name tags to students as they enter the room. T: Afternoon Message -Welcome everyone! We are very excited that you all are here today. This week, you are all going to be scientists and make some fascinating discovers. Lets be good listeners and respectful scientists. T: First, lets introduce ourselves to each other. Can everyone get in a big circle? When it is your turn, tells us your name, and what you think scientists do. T: Its nice to meet you all and everyone shared some interesting ideas about scientists. Is everyone ready to get started? (After introductions, transition to carpet area.) T: Today, we are going to read Bartholomew and the Oobleck, by Dr. Seuss. I need you to listen very carefully, so you can think of some great ideas. (Read Bartholomew and the Oobleck aloud to marked page.) T: I need everyone to take a seat. I have several questions I want you to answer. After you have answered the questions, sit quietly while the rest of our friends finish. (Hand out pre-assessment on physical properties.) 1.2 Engage/Anticipatory Set (15 min.) T: All right scientists, we need your help. We received a letter from a space station. Does anyone know what a space station is? (Wait for students responses.) T: A space station is a spacecraft or satellite a space crew lives in for a period of time while they explore, observe, and research space. (Display letter on anchor chart.) A space probe has just returned from a planet from another star system. They have brought back a strange substance for 4th and 5th grade scientists to

investigate. The material has been nicknamed Oobleck, since it looks a bit like the green rain Dr. Seuss describes in the book. Good luck, scientists! We appreciate your hard work! Space Station Officials

T: Your first job as scientists is to investigate the physical properties of Oobleck. Raise your hand if you have an idea of what a physical property is. (Give students time to think and give feedback on ideas. Display anchor chart of definition.) The scientific definition of a physical property is something that can be seen, heard, smelled, felt by the senses, or detected by instruments - such as microscopes, telescopes, and thermometers that are extensions of our senses. The color, size, shape, texture, weight, hardness, odor, and sound of a substance are examples of its properties. What does that mean? Can someone tell me what a physical property of this piece of chalk would be?

1.3 Explain/Modeling (10 min.) T: We have several mystery bags with us today. Each one contains an object. We also have passports, or journals, for you to record daily work. You and your partner/group are going to investigate the properties of your object and record your findings in your passports/journals. (Teacher will demonstrate with a mystery bag and record students responses on anchor chart.)

1.4 Explore/Guided Practice (10 min.) T: List at least 5 physical properties of your object on the card inside your bags. You will work in groups of 2. When you are finished, we will share in our group what you discovered in your investigations. Are there any questions before we start? (Wait for questions.) T: Who can remind us of the definition of a physical property? (After definition is given, hand out mystery bags and passports. Students will work in groups of two, if possible. Teacher will observe while students work. Take 5-10 minutes)

1.5 Evaluation/Checking for Understanding (10 min.) T: Would everyone please bring your mystery bag cards to the carpeted area. You were all working very hard. Youre great scientists! Lets share our information. Each group can select one of the physical properties of their object they would like to share. (List the properties on an anchor chart.) T: Can someone raise their hand and remind us what the scientific definition of a physical property of a substance is? (Wait for response.)

1.6 Extend/Independent Practice (10 min.) T: Nice work today, scientists! We learned what a physical property was and investigated different objects. When you go home today, look for different properties of objects at home. Do you think you will find a lot? Tomorrow,

you will help the space station and explore the Oobleck they have sent us. We will hand out your passports, or journals. Write todays date on the first page.(Teacher will model on board). Take about 5 minutes and write about what you discovered today in your passports. (Collect passports when they are finished. Have students clean up and sit at tables.) T: Please line up at the door when your table is called. See you tomorrow! Evaluation/Assessment Anecdotal Notes as students talk with each other about physical properties and as they present their mystery object using physical properties Mystery Bag note cards will be collected at the end of the day Journals will be collected and reviewed to look at how each individual student answered the prompt given.

Day 2- Lesson 2 (Explore Oobleck)

MN Science Benchmarks:

Nature of Science and Engineering:

4.2.1.2.1 Distinguish between solids, liquids and gases in terms of shape and volume. 5.1.1.1.3 Understanding that different explanations for the same observations usually lead to making more observations and trying to resolve the differences.

5.1.1.2.1 Generate a scientific question and plan an appropriate scientific investigation, such as systematic observations, field studies, open-ended exploration or controlled experiments to answer the question.

MN Language Arts Benchmarks:

Writing:

5.ll.B.3a

Use composing processes including pre-writing planning strategies as

brainstorming, journaling, sketching, listening, outlining, and determining audience, purpose, and focus.

Speaking and Listening:

5.lll.A.2

Demonstrate active listening and comprehension.

Content Objectives:

1.) After exploring Oobleck, students will identify its physical properties with 95% accuracy.

2.) After being taught what a physical property is, students will develop an understanding of the physical properties of Oobleck by using their senses with 95% accuracy.

Language Objectives: 1.) Students will record their observations in their passports/journal.

2.) Students will discuss their observations and understandings of the physical properties of Oobleck.

Materials: Pre-made oobleck in tubs Tubs with water Butcher paper/newspaper Student passports Chart paper/markers Afternoon message

Academic Language: Evidence Investigate/Investigations Explore Observations Data Laws Etiquette Record

2.1 Explain/Purpose (10 min.)

(Hand out nametags to students as they enter the room).

T: Hello scientists! Lets read our afternoon message together. (Read message). Can anyone tell me what we learned about Oobleck yesterday? (Wait for responses) T: Yes, we read learned that it looks like green rain in Dr. Seusss book Bartholomew and the Oobleck and the space station gave us a letter saying their space probe returned from another planet that brought back the nicknamed substance called Oobleck. T: You also all explored mystery bags, can anyone tell me what you did with those mystery bags? (Wait for responses) -investigated the properties of object and recorded findings in passports/journals

2.2 Engage/Anticipatory Set (10 min.)

T: We are going to have a very exciting day today exploring the mysterious substance called Oobleck.

T: Our Oobleck studies have shown that Oobleck is safe to handle, although we dont know for certain what it is made of. T: Your investigations are very important today because we will be reporting back to the space station about our findings. Pay close attention to the properties you discover when exploring Oobleck.

2.3 Explain/Modeling (20 min.) T: Can anyone tell me what a property is? -something that can be seen, heard, smelled, felt by the senses or detected by instruments T: Just like you did with your mystery bags yesterday, you are going to investigate the physical properties of Oobleck. But first we are going to have to go over some very important Oobleck etiquette. (Take tub of Oobleck to the front and model) (Direct students attention to the Oobleck etiquette chart)

T: Before you get your hands dirty, we need to go over some rules about exploring Oobleck: 1. Keep Oobleck over the protected areas with paper on them. 2. Do not fling or shake your hands with Oobleck on them. 3. Explore the Oobleck using all your senses except taste. 4. Do not put the Oobleck in the sink, it will clog the drain. 5. Make sure everyone in your group has a chance to explore the Oobleck. 6. Have Fun! T: Does anyone have any questions before your Oobleck investigation? (Wait for responses) T: When we release you to your tables, you are free to explore the Oobleck as long as you follow the rules posted on the chart. We are looking for good body basics to release you back to your explore stations. (Call people to go to their exploration stations)

2.4 Explore/Guided Practice (20 min.)

(Walk around and question for thinking) T: Can you tell me your observations thus far? T: What does Oobleck feel like? T: So you have any interesting data you found about Oobleck? T: How does the Oobleck behave when you press on it? T: When does the Oobleck act like a liquid? T: When does the Oobleck act like a solid? (When its time to clean up) T: Okay scientists, it is time to clean up our exploration stations. Remember to soak your hands in the tub of water before you wash your hands in the sink. We will call on tables with good body basics to go to the trash can and sink. Remember, we want all the oobleck off of your hands before you go to the sink. T: Once you are all cleaned up, sit back at your stations quietly and take out a pencil. We will pass out your passports from yesterday so you can record your data.

2.5 Evaluation/Checking for Understanding (15 min.) (Anchor Chart Prompt-What are the physical properties you discovered with Oobleck ? What are some other interesting things you observed about Oobleck? What are you wondering about Oobleck?) T: Take about 5 minutes to record your findings in your passports. Think back at the interesting properties you discovered about Oobleck and record it. T: I will know that you are done writing when your pencil is down, your passport is closed and you are looking at me. (When all students are finished writing, discuss the properties of Oobleck) T: What are properties of Oobleck that you discovered today? (Wait for Responses) T: What did the Oobleck feel like? (Wait for Responses) T: How did the Oobleck behave when you press on it? (Wait for Responses) T: When did the Oobleck act like a liquid? (Wait for Responses) T: When did the Oobleck act like a solid? (Wait for Responses)

T: (Collect passports) Nice work today, explorers! You are all a great help to the scientists at the space station in investigating the mysteries of Oobleck. T: Please line up at the door quietly with good basics when your table is called and we will see you scientists tomorrow! Evaluation/Assessment: the following items will be used to help assess student learning for the day Journal entry responding to the physical properties of Oobleck. Observation of students while exploring Oobleck

Oobleck Module Day 3: Scientific Convention & Beginning Spacecraft Design

MN Science Benchmarks:

5.1.1.1.1 Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are essential parts of doing science.

MN Language Arts Benchmarks:

Writing 4.II.B.5 The student will use verbalization (discussions, interviews, brainstorming) to prepare for writing 5.II.A.1a Write in a variety of modes to express meaning, including: descriptive 6.II.A.1 Write frequently in a variety of forms, including but not limited to the following: poems, stories, plays, essays, journals, letters, directions, editorials, business communications and reports.

Speaking, Listening, and Viewing 4.III.A.1 The student will participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups. 4.II.A.2 Demonstrate active listening and comprehension. 4.III.A.4 Organize and summarize ideas, using evidence to support opinions or main ideas. 5.III.A.1 Participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups. 5.III.A.2 Demonstrate active listening and comprehension. 5.III.A.5 Restate or summarize and organize ideas sequentially using evidence to support opinions and main ideas 6.III.A.1 Participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups

Content Objectives 1. After completing tasks throughout the week in which students were scientists, such as exploring Oobleck, developing theories of Oobleck, and having a scientific convention, students will complete a worksheet over how they were scientists/what scientists do. 2. After exploring Oobleck, students will discuss and explain theories of Oobleck

Language Objectives 1) Students will discuss their theories of Oobleck with peers during a scientific convention.

2) Students will develop a theory of Oobleck and explain why they believe it is a theory of Oobleck. The following sentence frame will be used My theory of oobleck is ___________ and the evidence I have for this theory is ____________.

Materials: Anchor Charts Markers Science Name Tags Lab Coats Oobleck Talking drawing worksheet

Academic Language: Physical Property Evidence Theory Scientific Convention

Instructional Plan

3.1 Anticipatory Set/Engage: Begin with afternoon message and brief discussion of yesterdays events. (10 minutes) Have students gather in meeting area of the room for the afternoon message. Afternoon Message Teacher: Good afternoon! We are going to begin our day with an afternoon message. When we get to a blank space I want all of you to say what you think it is and then we will fill it in as we go. Lets begin. Question at end of message: What was at least one thing you discovered about Oobleck while you were exploring it yesterday? Teacher: At the end we have a question that I want all of you to take a minute to think about. (Give exactly one minute for students to think before they do a think, pair, and share) Now turn to someone sitting next to you and share with that person one thing you discovered about Oobleck 3.2 Purpose/Explain: During this part of the lesson we will explain what a theory is, what a scientific convention is, and why it is important to have a scientific convention. (10 minutes) Teacher: Today you are going to be coming up with your own theory about Oobleck. Can anyone share what they think a theory might be? (Take up to 3 students ideas of what a theory is)

Those were good ideas of what a theory is. A theory is something we believe to be true or that we think might be true. You may have heard someone say My theory about that is or My theory about what happened is.. When scientists develop a theory it helps them to learn more about something and they test their theory to see if it holds true or not. Often times scientists discuss their theories and discoveries with other scientists at something called a scientific convention. Conventions are really important to have. I always think of doctors when I think of the important of conventions because if a doctor was to come up with some type of medicine that could instantly get rid of the flu, I would love that, but do you think I would want to be the first person to get that medicine. No Way, I would want that doctor to have discussed this medicine with many other doctors. That way he or she may get other doctors ideas about this medicine. They may see something that the original doctor missed, or they may have questions about it, or something to add to it to make it even better. Scientists have conventions for the same reason. Today we are going to have a scientific convention, but first we must develop our theories. I want you to use all the data you recorded about Oobleck in your passports to help your group develop a theory. Scientists always have some type of evidence to support their theory and I want you as scientists to do the same. For example, my theory about Oobleck is.. You are going to work in the same groups as you did yesterday while exploring Oobleck. First you are to get into your groups from yesterday, then as a group you will discuss your theories of Oobleck, and last prepare a short presentation for our scientific convention. Does anyone have any questions? Will someone mind me what your task is? Thank you__________. As I call your name please come get your passport and meet with your group. You will have 10-15 minutes to complete this task. 3.3 Guided Practice/Explore: Allow students time to develop their theories. Walk around room observing students during work time and answer any questions

students may have. Also monitor to see if students appear to be finished or in need of more time. (10 minutes) Students Work Time Give a 3 minute warning One-two- three eyes on me( or whatever signal has been used to get students attention)

Teacher: Oobleck scientists you were working really hard on your presentations. I want to thank you for that. I would like everyone to please come find a seat up front so we can begin our scientific convention. 3.4 Purpose/Explain: At this time brief instructions of how the convention will be ran will be given along with the expectations for student behavior during the convention. (5 minutes) Teacher: Before we begin our convention I want to go over a few things. During scientific conventions, scientists often have questions about what was presented, they may disagree with something, or they may have something to add to what has been said. As scientists I want all of you to do these. So if you have a question or disagree its ok, we are a group of scientists having a discussion over a topic. With that being said, if anyone does disagree they need to have a reason, and all discussion needs to be done in a respectful way. As an audience I expect everyone to be respectful as well. So when I say respectful can anyone give me an example of what you as respectful scientists will act or sound like? Guided Practice/Explore: Students will have their scientific convention. (30 minutes or longer depending on time left, must leave 10 minutes for journal entry )

Evaluation/Checking for Understanding:

Teacher: I could really tell everyone worked hard on their theories and I want to thank everyone for being respectful to each other during the convention. For the last 10 minutes of class I would like you to respond to the prompt on the board. Evaluation/Assessment: The following items will be used as assessment. Anecdotal notes taken during the scientific convention to assess students understanding of theory and discussion among scientists Journal entry/worksheet to assess students understanding of what a scientist does Observation of scientific convention

Day 4 Lesson 4 (Designing Spacecrafts) MN Science Benchmarks:


Nature of Science and Engineering: 3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from ones own observations and investigations. 3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations and experiments. 4.1.2.2.1 Identify and investigate a design solution and describe how it is used to solve an everyday problem. 4.1.2.2.3 Test and evaluate solutions, considering advantages and disadvantages of the engineering solution, and communicate the results effectively. 5.1.1.1.3 Understanding that different explanations for the same observations usually lead to making more observations and trying to resolve the differences.

MN Language Arts Benchmarks:


Writing: 5.ll.B.3a Use composing processes including pre-writing planning strategies as brainstorming, journaling, sketching, listening, outlining, and determining audience, purpose, and focus. Speaking and Listening: 5.lll.A.2 Demonstrate active listening and comprehension.

Content Objectives:
1.) After investigating with different objects in oobleck, students will generate ideas for spacecrafts. 2.) Students will identify objects to utilize with their spacecrafts. 3.) Students will create designs of spacecrafts.

Language Objectives:
1.) Students will discuss their observations and understandings. 2.) Students will write their observations in a journal. 3.) Students will share their spacecraft designs.

Materials:
Anchor Charts Afternoon message

Name tags Oobleck Objects/material for experimenting Colored pencils Markers Drawing paper Passports/journals Post-assessment

Academic Language:
Physical properties Scientist Investigate Experiment Observations Explanations Evidence Advantage Disadvantage Identify Engineering Design

4.1 Explain/Purpose (10 min.) Hand out name tags as students enter the room.

T: Good afternoon, scientists! Lets start our last day with the afternoon
message. (Read message together). We have been very busy this week. Who can remind us of our activities and what we have learned this week? (Wait for students responses and list on anchor chart/board). T: In the letter from the space station, you were asked to investigate oobleck. What did you discover about oobleck?(List the physical properties.) T:What do we call the items you identified about oobleck?(Wait for students to recall physical properties.) T: How do you think the space station got its sample of oobleck?(Wait for student responses.) T: Today, you are all engineers and your assignment is to design and create a spacecraft that can land on Planet Oobleck.

4.2 Engage/Anticipatory Set (15 min.) T: We have materials and objects for everyone to experiment with in the oobleck. Using the information you have learned about oobleck, your job is to explore and identify what objects or materials give you an advantage or disadvantage. What do these words mean? T: You are scientists! What do you need to do as youre experimenting?(Record observations). T: You have 15 minutes to experiment and record your observations. (Teachers will observe and ask questions for thinking as students explore.)

4.3 Explain/Modeling (5 min.) T: All right scientists, everyone have a seat at your desk. It is now time to start your spacecraft designs.

T: First, you get 10 minutes to draw a rough draft of your space craft. Use the information from your observations while experimenting.

4.4 Explore/Guided Practice (25 min.) (Students will draw rough drafts independently. Teacher will observe and ask/answer questions.) T: Now that you have an idea of what you think would make a good spacecraft that can land on Planet Oobleck, you can create your final designs, Engineers! We have more drawing paper, colored pencils, and markers. On the bottom of your design, please write several sentences describing your spacecraft and the reason why you chose to design your spacecraft the way you did. (Students have another 20 minutes. Give students a two minute warning.)

4.5 Evaluation/Checking for Understanding (15 min.) T: Would everyone please bring their spacecraft designs to the carpeted area and have a seat. I see some very interesting designs! Way to go, scientists! You all make awesome engineers. Lets share your creations.(Students will share designs and explain how they work.) I can tell everyone worked hard and put a lot of thought into their designs. T: Please have a seat at your desk, scientists. At this time, please make your last entry in your passports. Remember to write todays date and describe what you learned today. We also have some questions we would like you to answer when you are finished with your passport entry. We will know you are finished when everyone has put their pencils down and are sitting quietly. (Teacher will hand out passports and post-assessment.) T: Nice work, scientists! We learned what a physical property is, experimented with oobleck, participated in a scientific convention, and designed spacecrafts. How does it feel to be a scientist? Thank you for all your hard work this week. We

enjoyed having you in class. Please leave your passports and question sheet on your desk and line up at the door. Evaluation/Assessment: The following will be used to assess students learning for the day and also the week. Spacecraft designs with explanation of spacecraft

Post- assessment questions/test to assess the learning during the week