Unit: The Solar System

Lesson 6: Why do we explore?

Experiment

Grade: 3

MST State Standards:

• Standard 1: Analysis, Inquiry and Design

1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing creative process.

o Ask “why” questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.

o Question the explanations they hear from other or read about, seeking clarification and comparing them with their own observations and understandings.

• Standard 4: Science- Physical Setting (intermediate)

3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

o Observe and describe properties of materials, such as density, conductivity and solubility

o Distinguish between chemical and physical change

o Develop their own mental models to explain common chemical reactions and changes in state of matter.

Unifying Idea(s) or Dimension(s):

• Change
• Science as Inquiry

Objectives: SWBA to…

• Describe why astronauts explore space
• Practice lab safety
• Define property
• Create extensive list of oobleck’s properties
• Compare Oobleck to other substances
• Perform a variety of interactions to see how oobleck reacts
• Classify substance as solid or liquid
• Support reasoning for classification
• Work together responsibly and cooperatively

Aim:

• NASA needs YOU! What is Oobleck?

Materials:

• Safety procedure sheet
• Student’s safety contract
• Teacher’s safety procedures
• Goggles
• Oobleck samples (cornstarch, water, food coloring)
• Plastic containers
• Newspaper
• Plastic spoons
• Tin trays
• Whatever else scientists request
• Background information Outrageous Ooze!
• Cooperative Self Assessment

Safety Procedures:

· Students will be told that Oobleck is safe to handle. As with all chemical, DO NOT TASTE.

· Residue should be brushed carefully into garbage can. Never pour substance down drain.

· Demonstrate wafting

· Students will wear goggles

· Students will have signed safety contract

· Students’ allergies will be identified

· Adequate workspace per students as well as low table sections for wheel chair accessibility will be provided

· Oobleck containers will be labeled

Procedure (5-E Cycle):

Engage and Explore:

1. Distribute letters from NASA in envelopes specifically addressed to each scientist. Review expectations.
2. Review definition of “ property”
3. Reinforce, and distribute worksheet for- Studying Will Help Conscientious Children Summarize The Properties Successfully! (shape, weight (mass),hardness, compare, color, size, texture, picture, smell.) Distribute property record sheets.
4. Before beginning the exploration, students will complete the safety contract.
5. In groups of four assign responsibilities and capably execute. (Teacher walks around to ensure safety and facilitate WHEN asked.) Students will then begin their exploration.

Explain:

6. After investigations, each group shares their summary of Oobleck’s properties and supports reasons for classifying as solid or liquid.
7. Refer students to background info about Outrageous Ooze! Handout.

Expand:

8. Reinforce Oobleck is a colloid, a type of mixture. It is made of tiny, solid particles of cornstarch suspended in water. It is described as a non- Newtonian fluid or “thixotropic” (see chemist’s signature from letter “thixis” is Greek for the act of handling and “trope” means change.
9. The harder you push, the thicker the Oobleck became. When you stirred it slowly, it flowed relatively easily. When you open your hand, it tended to drip. Whereas when you squeezed it, it tended to stay in place like a solid.
10. The behavior of the Oobleck relates to its viscosity, or resistance to flow. Water’s viscosity doesn’t change, but Oobleck like other non-Newtonian fluids gets more viscous when you apply a shearing force.

Evaluate:

11. During exploration, the teacher will walk around to interact with each group, and make an informal assessment at that time. Completeness, accuracy and quality of effort of group report submitted by group’s reporter.
12. Application Question: What would you do if you found yourself in quicksand? Students will individually write a brief response to the question and be prepared to share their answer with the class.
13. Finally, students will complete a cooperative self assessment evaluating their participation in the exploring with their group.

Key Questions:

· What is property?

· Give examples?

· What are you observing?

· Why do you think Oobleck is like a solid? A liquid? Explain your thinking?

· Is there any tool you need to test an interaction?

· Define viscous.

· What does thixotropic mean?

· What is a colloid? Give an example.

· Does Oobleck remind you of any other substance you know?

· What would you do if you were trapped in quicksand?

· Would you like the Law of Oobleck changed? If so how?

· How is your group working together?

Adaptations for students with Special Needs:

• Giving instructions to students with ADD

· Maintain eye contact during verbal instruction.

· Make directions clear and concise. Be consistent with daily instructions.

· Simplify complex directions. Avoid multiple commands.

· Try to be around when student finds something exciting so they can share with you rather than wandering around.

· Make sure students comprehend the instructions before beginning the task.

· Repeat instructions in a calm, positive manner, if needed.

· Help the students feel comfortable with seeking assistance, so initiate conversation (most children with ADD will not ask for help). Gradually reduce the amount of assistance, but keep in mind that these children will need more help for a longer period of time than the average child.

___________________________________________________________________________________Follow-up Assignments:

· Spacecraft experiment- How do we explore space?

· For homework, students should still be continuing their Phases of the Moon calendar.

Assessment:

• Self-assessment of group work.
• Completeness, accuracy and quality of effort of group report submitted by group’s reporter, along with class discussion of groups’ work.
• Application Question: What would you do if you found yourself in quicksand?

Reflection and Revision:

• Overall, the experiment went very well with my third grade class. They really enjoyed the hands on exploration of the Oobleck. Students were very interested in the exploring; they came up with more things to experiment with, as well as asking many scientific questions.
• One thing I might change would be to have more Oobleck so that I can create more groups of experimenters, but in smaller sizes such as having students in pairs rather than 4 or 5. I think with the larger groups at this age it was harder for them to work with and concentrate on the task. With pairs it would be easier for me to control, as well as for them to work together.