Investigating matter, solid or liquid barthlomew and the oobleck gasbuddy app


Safety: Even though Oobleck is not harmful to eat, we never put it in our mouth. When the students are done they will put the Oobleck in a baggy, with their name on it to take it home or throw it in the trash. The students will wash their hands when they are through.

• Begin the lesson by asking about the prior knowledge on solids and liquids. Who can tell me one of the characteristics of a solid and then a liquid? Allow the students to engage in a conversation about liquids and solids and give examples. Students can write their answers on their white boards. In the story about Bartholomew, were there any solids or liquids? Who can tell me something in the story that we learned that we didn’t know about liquids or solids? Allow students to communicate openly.

• Teacher can write students’ ideas on the board with examples for liquids and solids. 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.

• The teacher will have roles for the students a getter, reporter, recorder and a person that returns the items. The getter will bring to the table or desks (pushed together) Cheerios, Legos, Ice, Water. The teacher will demonstrate the molecular difference between solids and liquids. Cheerios work great to demonstrate liquids-they roll around, take the shape of the container and aren’t bound to one another. Several Legos stuck together are the perfect solid-they always keep their shape, are hard to the touch and stick together. Water and ice are great to demonstrate the liquid and solid but also the changing of the structure when the ice melts. Allow the students to observe, communicate and draw or journal their findings. Have enough Legos to link a small chain and Cheerios for explorations. After a number of minutes of creative play.

• The teacher will ask the students how could something be a solid and a liquid at the same time? The teacher will ask the students if they would like some Oobleck just like Bartholomew? Have one of the students get all of the objects for exploration. (Marbles, coins, string, toothpick, spoon, washers, etc from off the table) Allow students to touch and sort through the objects. Have the other student from each pair come and get a cup of Oobleck. 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.

Allow students to take the objects from their table and explore with what happens in different situations. For instance pennies, marbles, washers will sink in Oobleck. Toothpicks, string and lighter objects will stay on the top. You can pour Oobleck out of the container but if you try to force Oobleck then it hardens and is a solid. The teacher will ask directed questions helping the students to get results. 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

• The teacher will move around during this inquiry and observe, communicate and ask direct questions about the activity. The teacher will encourage the students to make observations, communicate and ask questions of their partner about their findings.

• 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 for the teacher to discard. The second person may gather all of the objects and return them to the table. The students will then wash their hands.

• The teacher will have the desks returned to the proper place and have the students write 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.