UNLV/Department of Teaching & Learning
Elementary Lesson Plan Template
UNLV Student:
Amanda Collette
PSMT Name:
Susan Giancaspro
Lesson Plan
Title:
“Oobleck”
Lesson Plan Topic:
Science
Math
ELA
Date:
March 17, 2015
Estimated Time:
60 minutes
Grade Level:
3
School Site:
Roundy Elementary
1.
State Standard(s): (3)2.3 Matter: Describe objects in terms of their observable properties
(mass, color, temperature, texture)
3.MD.A.2 Measure and estimate liquid volumes and masses of objects
using standard units of grams. Add, or subtract, multiply or divide to solve one step word
problems.
L 3.1.A Explain the function of adjectives, in general and their
functions in particular sentences.
2. Teaching Model(s): Co-teaching and Kagan Corporative Learning Models
3. Objective(s): Students will conduct a science experiment measuring the ingredients by
solving a one step word problem. The students will then be able to use their prior
knowledge with adjectives to observe the properties in “Oobleck”
4. Materials and Technology Resources:
 Picture book: Bartholomew and the Oobleck by Dr Seuss
 Paper
 Pencil
 Notebooks of adjectives to use as a reference
 Smart board
5. Instructional Procedures:
a. Motivation/Engagement:
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(Teach Like A Champion Technique 12: The Hook) The teacher will display
several pictures of Oobleck on the smart board for a few seconds to engage the
students and to get them wondering, “What is that?”
(DOK2) What do you think that substance is?
DOK1) What is an adjective?
(DOK1) What are some observable properties (Similar to five senses) that
you notice in those pictures?
(DOK2/Kagan) By looking at those pictures, can you describe how Oobleck
looks? (Teach Like A Champion Technique 25 Wait Time *Think Time*)
(Students will each have 15 seconds to describe Oobleck in their group) The
teacher will model making a describing bubble map using the pictures that were
displayed on the engagement activity.
The teacher will read the story of Bartholomew and the Oobleck by Dr. Seuss out
loud to the students in a whole group setting. (The teacher will remind students to
listen for adjectives that were heard in the story to help describe Oobleck
before/during) The students will write the adjectives they hear in the story to
describe Oobleck on a white board.
(DOK1/Kagan Round Robin) Name an adjective that Dr. Seuss used to
describe Oobleck)
(DOK3/Kagan Agree & Disagree cards) Form an opinion; do you think
Oobleck really exists? (these cards will be used like yes = agree and no =
disagree.)
b .Developmental Activities or Learning Experiences:
 Directions will be given. (Students are to solve their math problem, make
Oobleck, and then document their findings by describing Oobleck using their
Bubble Map Data Sheet. (Teacher will Model all this)
 The students will be given a math word problem to give them the answer they
need to measure the appropriate amount of ingredients to make Oobleck.
 The students will make, explore, and investigate (DOK3) Oobleck in small table
groups.
 During the experiment the teacher will stop the class and ask several questions:
o (DOK 3) Hold a handful in your open palm – what happens?
o (DOK 3) Try squeezing it in your first or rolling it between your
hands – How does it behave differently?
o (DOK3) Try punching it – what happens?
 The students will then clean up.
 The students will organize their Bubble map to describe the properties of
Oobleck.
 The students will review and discuss the findings of their Oobleck experiment.
c. Closure: The teacher will explain why Oobleck behaves the way it does.
d. Extension: The students will have a chance to apply the lesson they learned above and
think of what other items behave the same was as Oobleck. Examples: Jell-O or
quicksand
6. Accommodations:
 The teacher will extend time if needed.
Modifications:
 Provide a adjective sample for the students to use at their desks.
Differentiations for Diverse Learners:
 The teacher will assign a peer buddy if needed.
 During the lesson the teacher will check for understanding multiple times and
provide activity breaks if needed.
7. Assessments and Evaluation of Learning:
a. Formative:
 During the assignment the teacher will ask questions to allow the student the
opportunity for deeper thinking and understanding.
 During the instruction period the teacher will jot down ideas and anecdotes on a
formative assessment sheet through UNLV.
b. Summative: The teacher will check for understanding with adjectives and applying
what the student learned when the students complete the data sheet to describe the
properties of Oobleck.
8. Homework Assignment: The students will take home their knowledge of today’s lesson
and explore other things that behave like Oobleck. The teacher will encourage the students
to make their own science experiment using Jell-O at home.