Amber Fulton

Project Title: 3rd Lesson plan for ED 243 Lesson Title: Bartholomew and the Oobleck Curriculum Area (s): Science/Literacy Grade Level: 6th grade Estimated Time Required: 30-45 mins Instructional Groupings: Are you using whole group, small group, partners, quads, homogeneous,
heterogeneous? Is there an opportunity to work individually if wanted? We will be using small groups for this experiment so people can gather around and watch.

To begin with this lesson, I would have the class be in a whole group setting sitting in a circle on the floor as we read Dr. Suess Bartholomew and the Oobleck together. After reading this book, I would divide the class into 4-5 smaller groups and send them each to their own table area where a container of oobleck will be waiting for each of them, along with some various materials, such as a plastic spoon, a water bottle cap, and one or two more plastic items. Standards: List the state or national standards that you are using in this unit/lesson. Cut/paste these from the
DOE website.

SCI.6.1 2010 - Physical Science

Explain that all objects and substances in the natural world are composed of matter in different states with different properties. (6.1.1, 6.1.2, 6.1.3) SCI.6.1.2 2010 Explain the properties of solids, liquids and gases using drawings and models that represent matter as particles in motion whose state can be represented by the relative positions and movement of the particles. Materials: What do you need to remember to get ready and organized? What do your students need?
The book Bartholomew and the Oobleck by Dr. Seuss Have prepared 3-4 containers of oobleck for the kids to work with (instructions can be found online) Some various plastic items for the students to explore with the oobleck

Overview: What is the purpose of the lesson?

The purpose of this lesson is for students to answer the question for themselves is oobleck a liquid or a solid? and for them to be able to list the qualities of what makes a liquid and what makes a solid.

What will I differentiate? Content, Process and/or Product Who needs this differentiation? Mike has ADHD Sid is legally blind Suzie is in a wheelchair For this lesson, there actually wont be that much to differentiate for these students needs because the lesson incorporates a lot already that will be beneficial to the students.

Amber Fulton

Why will I differentiate? What are the differentiated needs? What are the cognitive, cultural, linguistic and
gender differences that need to be approached? Like I stated above, the lesson actually will not need to be differentiated for the students needs very much.

How will I differentiate? For readiness, interest, learning preference(s), affect/learning environment
combination. How can I use assistive technology to support my students?

For Sid who is legally blind, he will able to listen completely to the story, and participate in the activity. Separating the kids in smaller groups for the activity will benefit Sid so that he can fully experience time with the oobleck and the plastic materials. For Suzie, she will not need any accomodations other than to make sure that she can access the oobleck , and that it is near enough to her on the table to interact with it. For Mike, this activity will be great, because after sitting down for a book with the whole class, he can be with a couple other students and get the chance to use his hands and interact with the oobleck to keep him busy and focused. As a result of this lesson/unit students will What is the goal? Understand (big ideas, principles, generalizations, rules, the point of the discipline or topic within
the discipline) Students will be able to understand and identify as well as make a list of the differences between a solid and a liquid. Know (facts, vocabulary, howtos, information that is memorizable) the students will know what makes a solid and what makes a liquid based on the properties of matter Do (Skills) (thinking skills, skills of the disciplineskills you will assess). Students will be able to identify what things are solids and what things are different and explain why, and assess why oobleck can be considered both.

PreAssessment (How will you find out about where your students are at for this lesson? What will

your preassessment look like?) I will ask the students what they already know about the different states of matter, and to describe some details that shows that to them.

What is the emotional hook? Emotion drives attention drives learning. How will I emotionally hook my
students so that I have their attention and they are ready to learn? Dr. Seusss book will help introduce them to the idea of oobleck which will get them interested in learning more about the differences between the two and how something can be considered both.

Steps in the Lesson: Be specific. How will you address challenges with student engagement?
1. 2. 3. 4. 5. 6. 7. Open up with the pre-assessment and finding out what the students already know about the properties of matter. Gather the class in a reading area and have them sit together as you read the Dr. Seuss book. After reading the book, discuss what the students noticed about the reading and what observations they made. Then divide the class into 4-5 groups and send each group to their own table where a container of oobleck along with some materials will be waiting. Allow the students around 10-12 minutes to interact with the oobleck and the objects and ask them some questions throughout about what they observe. After everyone in the group has had a chance to interact with the oobleck and make some observations about it, have the students wash their hands and help clean up. Then have all the students return to their desks for a closing discussion.

Amber Fulton

Closure Activity/Wrap up: Will there be an opportunity to celebrate their learning? How will the students
reflect about the process and the product? For the wrap up activity, we will discuss as a whole class what kinds of observations we made and what kinds of comparisons we can make from our oobleck to what we read about in the book.

PostAssessment: How will you reflect about the process and the product? How will you monitor continued
growth? What do I want to remember for next time? Making connections with the oobleck as we continue with the science section about properties of matter would be a great way to continue the students learning and growth.

Additional Resources: Any websites or materials that you used