October 9,2014

Sarah Guglietta

University of Saint Joseph Lesson Planning Template Student Teaching

LESSON BACKGROUND
Subject/Lesson: Science
Grade Level:3
States of Matter- Oobleck Investigation
Heterogeneous inclusive classroom
Differentiation by
Readiness- Students need to know the three different states of matter in order to complete this investigation.
Learning preferences- this lesson contains hands on learning which benefit students such as MR, JL, and AN who can
relate what they are learning to real life experiences.
Differentiation narrative (rationale how you are differentiating and why)
-The lower or ELL students (AC, JM, and AR) will receive modified investigation packet to aid them more in the
investigation. These students will also spend more time on the investigation with the teacher who will support them with
question to guide their thinking. Example questions: What state of matter does the oobleck look like? Now feel it, grab it,
what state of matter is it now?
- Using a spoon instead of gloves for some students such as JF, JL,JR, who can not control their bodies as much as others.
Standard(s)
3.SCI.POM.1 Materials have properties that are directly observable; examples include its state of matter, or its size, shape,
color or texture. Other properties can only be observed by doing something to the material (simple tests). Materials can be
sorted and classified based on their testable properties.
Key Question for the lesson
-What state of matter is the oobleck?
Instructional Objective(s)
-Students will be able to state the three states of matter from watching the video.
-Students will be able to write which state of matter the oobleck in their investigation form.
-Students will be able to follow the schools P.E.E.R code during the lesson for their behavior.
Materials, Media, Resources, Multi-cultural connections
-Smartboard-to play Brainpop video
- Oobleck
-Discovery Lab- to put oobleck in
- Investigation form
Assessment of Prior Knowledge (Readiness/Interest)
- Matter packets from the previous week that students have been working on.
LESSON PROCEDURE
Bellwork (as defined by Harry Wong)
or transition into lesson
Have students gather on the rug Please sit criss-cross applesauce on the rug and I will know that you are
University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

October 9,2014

ready when your voices are off and eyes are on me. We have a lot of fun work to get done today so its
important that we are focused.
Timing
Initiation with students
Hook to lesson
-Fishbowl at the yellow table- Have students observe the oobleck. During this time I modeled how to use the
glove or spoon when experimenting with the oobleck. Ask student what they see?
Explanation of Objectives
I can share the three states of matter.
I can decide what type of matter the oobleck is.
I can follow the P.E.E.R code during our investigation.
Development of lesson including assessment(s)
Part I: Brainpop Video/ Activating prior knowledge through questions.
Sample Questions for video discussion: What are the three states of matter? What makes up a solid? What
makes up a liquid? What makes up a gas?
Part II: Investigation
-Now that we know the three states of matter we need to find out what state of matter the oobleck is!
-Pass out investigation forms- Ask students have you seen this form before? How do we fill this out?
- Students: AC, JM, and AR receive modified form
-Send students back to their seats to begin to fill out the form.
What do you think this ooblecks state of matter is going to be?
-Call small groups by desk row to come to the back table where the discovery lab is and allow them each a
brief moment to experiment with it. Most students will be given a glove to wear when they experiement with
the oobleck. A few students such as JF, JL,JR, will be give a spoon instead so they will not get the oobleck on
themselves. After they experiment allow them to go back to their seats and finish filling out their form
completely with criteria modeled and expected in past lessons. Teacher will monitor the students while they
are at the table using oobleck.
Ask Questions: What do you notice? What state of matter do you think it is? What does it feel like?

5 minutes

Timing
20
minutes

Sponge Activity: If students finish early they may help other students in the class complete their investigation
form.
Closure
- Review learning target- did you accomplish the learning target?
- How did you accomplish the learning target?
How did we follow the P.E.E.R code when experimenting with the oobleck?
University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

Timing
3 minutes

October 9,2014

Does this oobleck remind you of anything you have at home or you have made?
Share with students that tomorrow they have the opportunity to finish their investigation form, and we
will get into partnerships to discuss the oobleck and what state of matter we think it was.
Exit ticket- What are the three states of matter?

Assessment Strategies
-Read Exit ticket- What state of matter is the oobleck?
-Read Investigation Form- evidence from state of matter.
-Listening to checking for understanding questions student responses
Self reflection on the lesson
In this lesson I used an range of instructional strategies to enhance student learning. I started the lesson by showing a
brainpop video to engage the students and activating their prior knowledge on matter.This video explained the three states
of matter that they had been learning about and needed to know for the days activity. Then I called all students over to
the table and watch as we made the oobleck. This was important for students to see what materials were used to make
the oobleck and what it looked like before they made their predictions Next, I explained the investigation form that they
would be working with. Students have already used this form and were able to explain it me rather than me explain it to
them. For lower students I gave them a modified investigation form which required less writing but still go their ideas out.
Lastly, I called students over to the table again by row (small group) to feel the oobleck. I used a spoon and glove for
students so the oobleck would not got on their hands or body, it was controlled. As students were feeling the oobleck I
asked them questions such as how does it feel? What state of matter do you think it is? I gave each student 1 minutes to
feel the oobleck so everyone would have time to feel it. Once they had their chance to feel it they went back to their desk
and reported back on their investigation form. These differentiation instruction strategies helped student learning by giving
multiple opportunities for students to learn and express their gained knowledge.
Throughout the lesson there was classroom management techniques being used. From calling on students who obeyed
by the rules of raising their hands, to praising students who were working hard on their investigation form, and using
techniques established in the classroom such as smartbeads for trying hard and resets for the kids who were misbehaving
during the lesson. Students were aware of behavior expectations from our P.E.E.R code poster. These classroom
management techniques helped create a positive learning environment for students.
There was evidence of student learning during this lesson. The evidence came from the investigation forms and the
exit slips the students handed in. There were 21 students and all 21 were able to complete both the exit slip which was the
question of what state of matter is the oobleck? On their investigation form their question was opened ended because
there was not one state the oobleck was in, if students wrote either solid or liquid that was correct. 12 students wrote
down solid, while 9 students wrote down liquid. Both sets of students were correct, it could be either. The investigation
form showed me the evidence of student learning because they wrote down what state of matter they thought it was with
a reason why.
If I could teach this lesson again I think that I would like give each student a little bowl of their own oobleck instead of
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October 9,2014

having a big bowl for the class. This way students would really get a chance to look at it and feel it, which could make
their explanations more in depth. But, throughout the teaching of this lesson there were no modifications that were
needed. There were no modifications needed because I had all of the materials for the experiment ready for students so
there was no wait time, this was important because it was a lot to accomplish in a short amount of time. Also, the students
were familiar with the investigation form which we have used in the past this made it easy for them to work on it
independently. Lastly, the students were extremely engaged which led to no behavior problems. All of these factors
influenced the success of the students in this lesson needing no modifications.
Students were very engaged in this lesson. I noticed that many students wanted to share their thinking with each
other, but in this lesson we just did not have time. I think my next lesson would be a debate. Because the group was
pretty much split in half between solid and liquids I would like to have them form a debate explaining why they are
correct. This not only enhances their knowledge on the subject, but also creates discussion among the students. This is an
area that I would like to build on in my following lessons, allowing students the opportunity to explain their thinking and
provide evidence as to why they believe they are correct.

University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format

October 9,2014

University of Saint Joseph Teacher Licensure Program Student Teaching Unit Format