KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Katherine Flick and Karissa Bright Date: Nov. 10th, 2014
Cooperating Teacher: Dr. Varano

Coop. Initials

Group Size:

Allotted Time 60 minutes

Grade Level 3rd

States of Matter Lesson 1

Section

25

Subject or Topic:

205

STANDARD:
S3.C.1.1.3 Physical Science, Chemistry and Physics
Classify a substance as a solid liquid or gas.
S4.C.1.1.1 Earth and Space Sciences
Use physical properties [e.g. mass, shape, size, volume, color, texture,
magnetism, state (i.e. solid, liquid, gas), conductivity (i.e. electrical and heat)]
to describe matter.
I. Performance Objectives (Learning Outcomes):
A. The third grade students will demonstrate an understanding that solids
and liquids are forms of matter by comparing and contrasting the
attributes of Oobleck and documenting their findings and drawing
conclusions on their inquiry sheet.
II. Instructional Materials
A. Large Chart Paper
B. Markers
C. Computer Access
D. Bartholomew and the Oobleck Book by Dr. Seuss
E. Corn Starch
F. Glad Containers
G. Water
H. Food coloring
I. Mixing Cups
J. Spoons
K. Large Tin
L. Science Notebook
M. Cup with ice cubes
N. Cup with water
O. Empty cups

P.
Q.
R.
S.
T.
U.
V.

Cheerios
Legos
Pennies, dimes, nickels, quarters
Buttons
String
Toothpicks
Washers

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. A general understanding of matter.
B. Key Vocabulary
1. Matter- anything that takes up space and adds weight.
2. States of Matter- the forms of matter- solid, liquid, gas
3. Solid- Matter that keeps its shape and size.
4. Liquid- Matter that keeps its size but takes the shape of its
container.
5. Gas- Matter that can freely change shape and size; often it cant
be seen.
C. Big Idea
1. The students will learn about the different states of matter.
D. Additional content
1. Shape- how something looks around the outside
2. Size- how big or small something is
3. Substance- a particular kind of material
4. Freeze- to change states from a liquid to a solid, mainly due to
the temperature getting colder
IV. Implementation
A. Introduction
1. Teacher will gather the students around on the circle rug and
read Bartholomew and the Oobleck Book by Dr. Seuss.
B. Development
1. The teacher will begin the lesson by asking the student about
their prior knowledge on solids and liquids.
a) Who can tell me one of the characteristics of a solid and
then a liquid?
b) In the story about Bartholomew, were there any solids or
liquids?
c) Who can tell me something in the story that we learned that
we didn't know about liquids or solids?
2. Students can write their answers on the smart board, white
board, or chalkboard.

3. Teacher will have a safety discussion with the students

a) Even though Oobleck is not harmful to eat, we never put it
in our mouth. The students will wash their hands when
they are finished handling the Oobleck.
4. Once the characteristics, attributes, or principals of solids and
liquids are listed, discussed then the teacher can ask the students
to move to the tables where the solids and liquids will be located.
a) Attributes that need to be discussed:
b) Liquid: Assumes the shaped of the container, which it
occupies. Is not easily compressible) little free space
between particles). Flows easily (the particles can
move/slide past one another)
c) Solids: Has a fixed volume and shape (the particles are
locked into place). Is not easily compressible (little free
space between particles). Does not flow easily (particles
cannot move/slid past one another)
5. The teacher will have Cheerios, Legos, Ice, and Water at each
table.
6. The teacher will demonstrate the molecular difference between
solids and liquids.
a) Cheerios demonstrate liquids: they roll around, take the
shape of the container and aren't bound to one another.
b) Several Legos stuck together will be used to demonstrate a
solid: they always keep their shape, are hard to the touch
and stick together.
c) Water and ice are great to demonstrate the liquid and solid
but also the changing of the structure when the ice melts.
7. Allow the students to observe, talk among their tables, draw and
or journal their findings.
8. The teacher will ask the students if they have ever heard of the 4
tests to decide if something is a liquid or a solid.
a) Push test? - Can you push it?
b) Pick-up Test-if you pick something up, does it all come up?
c) Pour test-does it pour out smoothly, or does it just fall out
in a clump?
d) Shape test-does it keep the same shape?
9. Teacher will prompt a discussion by asking:
a) What were there findings with each of the objects that they
had?
10. The teacher will have the students return the objects to the table.
11. The teacher will ask the students: Could something be a solid
and a liquid at the same time?
12. The teacher will ask the students if they would like some
Oobleck just like Bartholomew?

13. Have one of the students get all of the objects for exploration.
(coins, string, toothpick, spoon, washers) Allow students to
touch and sort through the objects.
14. Ask students of write down if they think this is a liquid or a solid.
Using the characteristics of push, pick-up, pours, and shape what
is Oobleck.
15. Ask students to describe ways in which we can tell solids and
liquids apart? Now test Oobeck with some of those ways.
16. Allow students to take the objects from their table and explore
with what happens in different situations.
a) The coins and washers will sink in Oobleck. Toothpicks,
string and lighter objects will stay on the top.
b) You can pour Oobleck out of the container but if you try to
force Oobleck then it hardens and is a solid.
17. The teacher will ask directed questions helping the students to
get results.
a) Oobleck when a small amount of force is used acts like a
liquid, but when more force is applied, it acts like a solid.
For instance, if you put a spoon slowly in Oobleck, it goes in
easily. If you try and stir it rapidly it is impossible, then it
acts like a solid. It exhibits characteristics of both solids and
liquids. It is referred to as a non-Newtonian liquid.
18. The student should try each of these tests as well, recording
their results after each one in their science notebook:
a) Poke it quickly
b) Poke it slowly
c) Stir it fast
d) Stir it slowly
e) Pour it
f) Roll it into a ball
g) Set objects on it (toothpick, coins, string, washers)
19. The teacher will encourage the students to discuss with one
another what they are wondering about the Oobleck and what
further questions may have come up during the inquiry.
20. Teacher will have students draw; write in their journal
questions, findings thoughts about Oobleck and things that they
discovered during this process.
21. The teacher will ask students to begin to clean up. They may take
the Oobleck home in a Ziploc baggy, properly marked with their
name or put the Oobleck on the table to discard. Have the
students gather all of the other objects and return them to the
table. The students will then wash their hands.
22. The teacher will have the desks returned to the proper place and
have the students finish writing and reflecting in their journal
whether they thought the Oobleck is a solid or liquid and their

reasoning why. The teacher will also reinforce that there is no

right or wrong answer.
C. Closure
1. Today the third grade students have investigated the difference
between solids and liquids by creating an oobleck and
successfully classifying objects as solid or liquids. At this time,
the teacher will explain that tomorrow we will be further
exploring the three different states of matter and how to create
and classify between a mixture and a solution
2. Last the teacher will show
https://www.youtube.com/watch?v=sWu9CyDwuFs&app=deskt
op a video about addition tests that can be performed on the
Oobleck.
D. Accommodations/Differentiation
1. For K.B. who has a visual impairment we would include
materials such as large print/braille measuring cups, and liquid
level indicator, braille paper, magnifiers, and a brailler.
E. Assessment/Evaluation Plan
1. Formative
a) Fill out attached forms and collect.
2. Summative
a) There is no Summative for this lesson.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection
on student performance written after lesson is taught, includes
remediation for students who fail to meet acceptable level of
achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1. Was my closure effective?

2. Was I able to pace my lesson to fit the time?

3. How could this lesson be improved?

VI. Resources (in APA format)

A. "Investigating Matter, Solid or Liquid: Barthlomew and the Oobleck."
Investigating Matter, Solid or Liquid: Barthlomew and the Oobleck. N.p.,
n.d. Web. 03 Nov. 2014.
B. Science Matters: States of Matter. (n.d.). Retrieved September 25, 2014
C. Seuss. (1949). Bartholomew and the Oobleck. New York: Random House.
D. Slow-Mo Non-Newtonian Fluid on a Speaker. (n.d.). Retrieved November
7, 2014.