Cool lesson for kids that like to get messy

Title of Lesson: Mad Hatter Science – Oobleck: What’s the Matter?
Objectives:
Students will:
• Make oobleck and describe the physical properties.
• Make observations to draw a conclusion of which state of matter it is.

GPS Standards:

S2P1. Students will investigate the properties of matter and changes that occur in objects.
a. Identify the three common states of matter as solid, liquid, or gas.

S2CS5. Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

Preparation: Prepare Oobleck and separate into ziploc bags. (1 part water : 1 part cornstarch) Mix cornstarch and water. Use green food coloring for effect. Separate oobleck into bags (1 for each group/table)

Materials:
• Oobleck (1 part cornstarch, 1 part water, food coloring)
• Ziploc bags


Procedures:
Introduction: I will begin the lesson by introducing the students to the Mad Hatter of Science and tell them about how much the Hatter loves science! But not just any science, mad science. I will then review the states of matter and explain that sometimes, a matter can be in the middle. Then I will introduce them to oobleck: the sometimes solid, sometimes liquid matter.
Activities: I will pass out the Ziploc bags of Oobleck. With their eyes only, I will ask the students to talk at their tables about what state of matter they think it is. Why? Write observations. Pick up the bag, by the top. Ask: What do you notice about the Oobleck when you pick it up? Set it back down in the middle. Do NOT grab for the bag. If you notice someone else reaching for it, let them have it, and everyone will get a turn. Record on their observation sheet. When each person has written these first 2 observations down, cut a hole in the bag and give each student a small handful of oobleck to explore. Students should write down 3 ways that oobleck is like a solid and 3 ways oobleck is like a liquid. After observation time, let students wash hands and return to their desks to present their observations.
Closing: Ask the students to report their findings.

Assessment: I will informally assess the students using a formative assessment on their ability to describe the physical properties of Oobleck. I will also informally assess them by listening to their conversation as they are exploring.
 
• Chart: 2 column: Solid | Liquid
• Ask: How many think oobleck is a solid? How many think oobleck is a liquid?
• Tell: Oobleck is sometimes a solid and sometimes a liquid.
• Chart: Have students share how oobleck is alike a solid and how oobleck is like a liquid