OOBLECK:

What Do
Scientists Do?
Grades 4 and 5

Concepts of Focus:
Physical Properties
The Nature of Science

Module: What Do Scientists Do?

Academic Benchmarks Addressed within the Module
MN Science Benchmarks:
Nature of Science and Engineering:
2.2.1.1.1
Describe objects in terms of color, size, shape, weight, texture,
flexibility, strength
and the types of materials in the object.
3.1.1.2.1
Generate questions that can be answered when scientific
knowledge is combined
with knowledge gained from ones own observations and
investigations.
4.1.2.1.1
Describe the positive and negative impacts that the designed
world has on the
natural world as more and more engineered products and
services are created and
used.
4.1.2.2.1
Identify and investigate a design solution and describe how it is
used to solve an
everyday problem.
4.2.1.2.1 Distinguish between solids, liquids and gases in terms of shape
and volume.

5.1.1.1.1 Explain why evidence, clear communication, accurate record

keeping, replication by
others, and openness to
scrutiny are essential parts of doing science.

5.1.1.1.3
Understanding that different explanations for the same
observations usually lead
to making more observations and trying to resolve the
differences.

5.1.1.2.1 Generate a scientific question and plan an appropriate scientific

investigation, such as systematic observations, field studies, openended exploration or controlled experiments to answer the
question.

MN Math Benchmarks:

MN Language Arts Benchmarks:

Writing:
4.II.B.5

The student will use verbalization (discussions, interviews, brainstorming) to

prepare for writing

5. ll.B.3a
Use composing processes including pre-writing strategies as
brainstorming,
journaling, sketching, listening, outlining, and determining
audience, purpose,
and focus.
5.II.A.1a Write in a variety of modes to express meaning, including: descriptive

6.II.A.1

Write frequently in a variety of forms, including but not limited to the following:

poems, stories, plays, essays, journals, letters, directions, editorials, business

communications and reports
Speaking and Listening:
4.III.A.1 The student will participate in and follow agreed-upon rules for conversation and
formal discussions in large and small groups.
4.II.A.2 Demonstrate active listening and comprehension.
4.III.A.4 Organize and summarize ideas, using evidence to support opinions or main ideas.
5.III.A.1 Participate in and follow agreed-upon rules for conversation and formal discussions in
large and small groups.
5.III.A.2 Demonstrate active listening and comprehension.
5.III.A.5 Restate or summarize and organize ideas sequentially using evidence to support
opinions and main ideas
6.III.A.1 Participate in and follow agreed-upon rules for conversation and formal discussions
in large and small groups

Benchmarks cont.

5-E View of What Do Scientists Do? Module

Engage:

Explore:

Explain:

Extend:

Evaluate:

Day-by- Day View of What Do Scientists Do?

Day 1 Introduction to Physical Properties

Bartholomew and the Oobleck

Letter from space station
Mystery Bags
Pre-assessment

Day 2 Explore Oobleck

Explore Oobleck
Identifiy and discuss physical properties of Oobleck

Day 3 Scientific Convention

Discuss what a theory and scientific convention is
Scientific Convention

Day 4- Designing Spacecrafts

Testing objects in Oobleck

Design spacecrafts
Share spacecrafts
Post-assessment

What Do Scientists Do?

Material List:

Bartholomew and the Oobleck by Dr. Seuss

Anchor Charts
Markers
Mystery Bags
Passports (journals)
Letter from space station
Name Tags
Lab coats
Items for Testing in Oobleck
Oobleck
Drawing paper
Colored pencils
Pre-assessment
Post-assessment

Day 1 Lesson 1 (Introduction to Physical Properties)

MN Science Benchmarks:
Nature of Science and Engineering:
2.2.1.1.1
Describe objects in terms of color, size, shape, weight, texture,
flexibility, strength
and the types of materials in the object.
3.1.1.2.1
Generate questions that can be answered when scientific
knowledge is combined
with knowledge gained from ones own observations or
investigations.
4.1.2.1.1
Describe the positive and negative impacts that the designed
world has on the
natural world as more and more engineered products and
services are created and
used.
4.1.2.2.1
Identify and investigate a design solution and describe how it
is used to solve an
everyday problem.
5.1.1.1.3
Understanding that different explanations for the same
observations usually lead
to making more observations and trying to resolve the
differences.

MN Language Arts Benchmarks:

Writing:

5.ll.B.3a
Use composing processes including pre-writing planning
strategies as
brainstorming, journaling, sketching, listening, outlining, and
determining
audience, purpose, and focus.
Speaking and Listening:
5.lll.A.2

Demonstrate active listening and comprehension.

Content Objectives:
1.)
Students will develop an understanding of physical
properties.
2.)
Students will identify physical properties of different
mystery objects.
Language Objectives:
1.)
Students will discuss their observations and
understandings of physical properties.
2.)
Students will record their observations in a journal.
Materials:

The book, Bartholomew and the Oobleck, by Dr. Seuss

Anchor charts
Markers
Passports (journals)
Letter from space station
Mystery Bags
Name Tags
Pre-assessment
Afternoon message

Academic Language:

Substance
Scientists
Investigate
Physical Property
Definition

1.1 Explain/Purpose (20 min.)

Hand out name tags to students as they enter the room.
T: Afternoon Message -Welcome everyone! We are very
excited that you all are here today. This week, you are all going
to be scientists and make some fascinating discovers. Lets be
good listeners and respectful scientists.
T: First, lets
introduce ourselves to each other. Can everyone get in a big
circle?
When it is your turn, tells us your name, and what you think
scientists do.
T: Its nice to meet you all and everyone shared some
interesting ideas about
scientists. Is everyone ready to get started?
(After introductions, transition to carpet area.)
T: Today, we are going to read Bartholomew and the Oobleck, by
Dr. Seuss. I
need you to listen very carefully, so you can think of some
great ideas.
(Read Bartholomew and the Oobleck aloud to marked
page.)

T: I need everyone to take a seat. I have several questions I want

you to answer. After you have answered the questions, sit quietly
while the rest of our friends finish. (Hand out pre-assessment
on physical properties.)
1.2 Engage/Anticipatory Set (15 min.)
T: All right scientists, we need your help. We received a letter
from a space station. Does anyone know what a space station is?
(Wait for students responses.)
T: A space station is a spacecraft or satellite a space crew lives
in for a period of time while they explore, observe, and research
space.
(Display letter on anchor chart.)
A space probe has just returned from a planet from
another star system. They have brought back a strange
substance for 4th and 5th grade scientists to investigate.
The material has been nicknamed Oobleck, since it
looks a bit like the green rain Dr. Seuss describes in the
book.
Good luck, scientists! We appreciate your hard work!
Space Station Officials

T: Your first job as scientists is to investigate the physical

properties of Oobleck. Raise your hand if you have an idea of
what a physical property is. (Give students
time to think and give feedback on ideas. Display anchor
chart of definition.) The scientific definition of a physical
property is something that can be seen, heard, smelled, felt by

the senses, or detected by instruments - such as microscopes,

telescopes, and thermometers that are extensions of our
senses. The color, size, shape, texture, weight, hardness, odor,
and sound of a substance are examples of its
properties. What does that mean? Can someone tell me what a
physical property of this piece of chalk would be?

1.3 Explain/Modeling (10 min.)

T: We have several mystery bags with us today. Each one
contains an object.
We also have passports, or journals, for you to record daily
work. You and
your partner/group are going to investigate the properties of
your
object and record your findings in your passports/journals.
(Teacher will
demonstrate with a mystery bag and record students
responses on anchor
chart.)

1.4 Explore/Guided Practice (10 min.)

T: List at least 5 physical properties of your object on the card
inside your bags.
You will work in groups of 2.
When you are finished, we will share in our group what you
discovered in your
investigations. Are there any questions before we start? (Wait
for questions.)

T: Who can remind us of the definition of a physical property?

(After definition
is given, hand out mystery bags and passports.
Students will work in groups of
two, if possible. Teacher will observe while students
work. Take 5-10 minutes)

1.5 Evaluation/Checking for Understanding (10 min.)

T: Would everyone please bring your mystery bag cards to the
carpeted area. You were all working very hard. Youre great
scientists! Lets share our
information. Each group can select one of the physical properties
of their object
they would like to share.
(List the properties on an anchor chart.)
T: Can someone raise their hand and remind us what the
scientific definition
of a physical property of a substance is? (Wait for
response.)

1.6 Extend/Independent Practice (10 min.)

T: Nice work today, scientists! We learned what a physical
property was and
investigated different objects. When you go home today, look
for different

properties of objects at home. Do you think you will find a lot?

Tomorrow,
you will help the space station and explore the Oobleck they have
sent us. We will hand out your passports, or journals. Write
todays date on the first page.(Teacher will model on board).
Take about 5 minutes and write about what
you discovered today in your passports. (Collect passports
when
they are finished. Have students clean up and sit at
tables.)
T: Please line up at the door when your table is called. See you
tomorrow!
Evaluation/Assessment
Anecdotal Notes as students talk with each other about physical
properties and as they present their mystery object using physical
properties
Mystery Bag note cards will be collected at the end of the day
Journals will be collected and reviewed to look at how each
individual student answered the prompt given.

Day 2- Lesson 2 (Explore Oobleck)

MN Science Benchmarks:

Nature of Science and Engineering:

4.2.1.2.1 Distinguish between solids, liquids and gases in terms

of shape and volume.
5.1.1.1.3 Understanding that different explanations for the same
observations usually lead to making more observations
and trying to resolve the differences.

5.1.1.2.1 Generate a scientific question and plan an appropriate

scientific investigation, such as systematic observations,
field studies, open-ended exploration or controlled
experiments to answer the question.

MN Language Arts Benchmarks:

Writing:

5.ll.B.3a
Use composing processes including pre-writing
planning strategies as
brainstorming, journaling, sketching, listening, outlining,
and determining audience, purpose, and focus.

Speaking and Listening:

5.lll.A.2

Demonstrate active listening and comprehension.

Content Objectives:

1.) After exploring Oobleck, students will identify its physical

properties with 95% accuracy.

2.) After being taught what a physical property is, students will
develop an understanding of the physical properties of Oobleck by
using their senses with 95% accuracy.

Language Objectives:
1.) Students will record their observations in their
passports/journal.

2.) Students will discuss their observations and

understandings of the physical properties of Oobleck.

Materials:

Pre-made oobleck in tubs

Tubs with water
Butcher paper/newspaper
Student passports
Chart paper/markers
Afternoon message

Academic Language:

Evidence
Investigate/Investigations
Explore
Observations
Data
Laws
Etiquette
Record

2.1 Explain/Purpose (10 min.)

(Hand out nametags to students as they enter the room).

T: Hello scientists! Lets read our afternoon message together.

(Read message). Can anyone tell me what we learned about
Oobleck yesterday? (Wait for responses)
T: Yes, we read learned that it looks like green rain in Dr. Seusss
book Bartholomew and the Oobleck and the space station gave us
a letter saying their space probe returned from another planet
that brought back the nicknamed substance called Oobleck.
T: You also all explored mystery bags, can anyone tell me what
you did with those mystery bags? (Wait for responses)
-investigated the properties of object and recorded findings
in passports/journals

2.2 Engage/Anticipatory Set (10 min.)

T: We are going to have a very exciting day today exploring the

mysterious substance called Oobleck.

T: Our Oobleck studies have shown that Oobleck is safe to

handle, although we dont know for certain what it is made of.
T: Your investigations are very important today because we will
be reporting back to the space station about our findings. Pay
close attention to the properties you discover when exploring
Oobleck.

2.3 Explain/Modeling (20 min.)

T: Can anyone tell me what a property is?
-something that can be seen, heard, smelled, felt by the
senses or detected by instruments
T: Just like you did with your mystery bags yesterday, you are
going to investigate the physical properties of Oobleck. But first
we are going to have to go over some very important Oobleck
etiquette.
(Take tub of Oobleck to the front and model)
(Direct students attention to the Oobleck etiquette chart)

T: Before you get your hands dirty, we need to go over some

rules about exploring Oobleck:
1. Keep Oobleck over the protected areas with paper on
2.
3.
4.
5.

them.
Do not fling or shake your hands with Oobleck on them.
Explore the Oobleck using all your senses except taste.
Do not put the Oobleck in the sink, it will clog the drain.
Make sure everyone in your group has a chance to

explore the Oobleck.

6. Have Fun!
T: Does anyone have any questions before your Oobleck
investigation? (Wait for responses)
T: When we release you to your tables, you are free to explore the
Oobleck as long as you follow the rules posted on the chart. We
are looking for good body basics to release you back to your
explore stations. (Call people to go to their exploration
stations)

2.4 Explore/Guided Practice (20 min.)

(Walk around and question for thinking)
T: Can you tell me your observations thus far?

T: What does Oobleck feel like?

T: So you have any interesting data you found about Oobleck?
T: How does the Oobleck behave when you press on it?
T: When does the Oobleck act like a liquid?
T: When does the Oobleck act like a solid?
(When its time to clean up)
T: Okay scientists, it is time to clean up our exploration stations.
Remember to soak your hands in the tub of water before you
wash your hands in the sink. We will call on tables with good body
basics to go to the trash can and sink. Remember, we want all the
oobleck off of your hands before you go to the sink.
T: Once you are all cleaned up, sit back at your stations quietly
and take out a pencil. We will pass out your passports from
yesterday so you can record your data.

2.5 Evaluation/Checking for Understanding (15 min.)

(Anchor Chart Prompt-What are the physical properties

you discovered with Oobleck ? What are some other
interesting things you observed about Oobleck? What are
you wondering about Oobleck?)
T: Take about 5 minutes to record your findings in your passports.
Think back at the interesting properties you discovered about
Oobleck and record it.
T: I will know that you are done writing when your pencil is down,
your passport is closed and you are looking at me.
(When all students are finished writing, discuss the
properties of Oobleck)
T: What are properties of Oobleck that you discovered today?
(Wait for Responses)
T: What did the Oobleck feel like? (Wait for Responses)
T: How did the Oobleck behave when you press on it? (Wait for
Responses)
T: When did the Oobleck act like a liquid? (Wait for Responses)

T: When did the Oobleck act like a solid? (Wait for Responses)
T: (Collect passports) Nice work today, explorers! You are all a
great help to the scientists at the space station in investigating
the mysteries of Oobleck.
T: Please line up at the door quietly with good basics when your
table is called and we will see you scientists tomorrow!
Evaluation/Assessment: the following items will be used to
help assess student learning for the day
Journal entry responding to the physical properties of Oobleck.
Observation of students while exploring Oobleck

Oobleck Module
Day 3: Scientific Convention & Beginning Spacecraft
Design

MN Science Benchmarks:

5.1.1.1.1 Explain why evidence, clear communication, accurate

record keeping, replication by others, and openness to scrutiny
are essential parts of doing science.

MN Language Arts Benchmarks:

Writing
4.II.B.5 The student will use verbalization (discussions, interviews,
brainstorming) to prepare for
writing
5.II.A.1a Write in a variety of modes to express meaning,
including: descriptive
6.II.A.1 Write frequently in a variety of forms, including but not
limited to the following:

poems, stories, plays, essays, journals, letters, directions,

editorials, business
communications and reports.

Speaking, Listening, and Viewing

4.III.A.1 The student will participate in and follow agreed-upon
rules for conversation and formal discussions in large and small
groups.
4.II.A.2 Demonstrate active listening and comprehension.
4.III.A.4 Organize and summarize ideas, using evidence to support
opinions or main ideas.
5.III.A.1 Participate in and follow agreed-upon rules for
conversation and formal discussions in large and small groups.
5.III.A.2 Demonstrate active listening and comprehension.
5.III.A.5 Restate or summarize and organize ideas sequentially
using evidence to support
opinions and main ideas
6.III.A.1 Participate in and follow agreed-upon rules for
conversation and formal discussions
in large and small groups

Content Objectives

1. After completing tasks throughout the week in which students

were scientists, such as exploring Oobleck, developing theories of
Oobleck, and having a scientific convention, students will
complete a worksheet over how they were scientists/what
scientists do.
2. After exploring Oobleck, students will discuss and explain
theories of Oobleck
Language Objectives
1) Students will discuss their theories of Oobleck with peers
during a scientific convention.

2) Students will develop a theory of Oobleck and explain why they

believe it is a theory of Oobleck. The following sentence frame will
be used
My theory of oobleck is ___________ and the evidence I have for
this theory is ____________.

Materials:
Anchor Charts
Markers
Science Name Tags
Lab Coats
Oobleck
Talking drawing worksheet

Academic Language:

Physical Property
Evidence
Theory
Scientific Convention

Instructional Plan

3.1 Anticipatory Set/Engage: Begin with afternoon message and

brief discussion of yesterdays events. (10 minutes)
Have students gather in meeting area of the room for the
afternoon message.
Afternoon Message
Teacher: Good afternoon! We are going to begin our day with an
afternoon message. When we get to a blank space I want all of
you to say what you think it is and then we will fill it in as we go.
Lets begin.
Question at end of message: What was at least one thing you
discovered about Oobleck while you were exploring it yesterday?
Teacher: At the end we have a question that I want all of you to
take a minute to think about. (Give exactly one minute for
students to think before they do a think, pair, and share) Now turn
to someone sitting next to you and share with that person one
thing you discovered about Oobleck

3.2 Purpose/Explain: During this part of the lesson we will explain

what a theory is, what a scientific convention is, and why it is
important to have a scientific convention. (10 minutes)
Teacher: Today you are going to be coming up with your own
theory about Oobleck. Can anyone share what they think a
theory might be?
(Take up to 3 students ideas of what a theory is)
Those were good ideas of what a theory is. A theory is something
we believe to be true or that we think might be true. You may
have heard someone say My theory about that is or My
theory about what happened is.. When scientists develop a
theory it helps them to learn more about something and they test
their theory to see if it holds true or not. Often times scientists
discuss their theories and discoveries with other scientists at
something called a scientific convention.
Conventions are really important to have. I always think of
doctors when I think of the important of conventions because if a
doctor was to come up with some type of medicine that could
instantly get rid of the flu, I would love that, but do you think I
would want to be the first person to get that medicine. No Way, I
would want that doctor to have discussed this medicine with
many other doctors. That way he or she may get other doctors
ideas about this medicine. They may see something that the
original doctor missed, or they may have questions about it, or
something to add to it to make it even better. Scientists have
conventions for the same reason.
Today we are going to have a scientific convention, but first we
must develop our theories. I want you to use all the data you
recorded about Oobleck in your passports to help your group
develop a theory. Scientists always have some type of evidence
to support their theory and I want you as scientists to do the
same. For example, my theory about Oobleck is.. You are

going to work in the same groups as you did yesterday while

exploring Oobleck. First you are to get into your groups from
yesterday, then as a group you will discuss your theories of
Oobleck, and last prepare a short presentation for our scientific
convention. Does anyone have any questions?
Will someone mind me what your task is?
Thank you__________. As I call your name please come get your
passport and meet with your group. You will have 10-15 minutes
to complete this task.
3.3 Guided Practice/Explore: Allow students time to develop their
theories. Walk around room observing students during work time
and answer any questions students may have. Also monitor to see
if students appear to be finished or in need of more time. (10
minutes)
Students Work Time
Give a 3 minute warning
One-two- three eyes on me( or whatever signal has been used to
get students attention)

Teacher: Oobleck scientists you were working really hard on your

presentations. I want to thank you for that. I would like everyone
to please come find a seat up front so we can begin our scientific
convention.
3.4 Purpose/Explain: At this time brief instructions of how the
convention will be ran will be given along with the expectations
for student behavior during the convention. (5 minutes)
Teacher: Before we begin our convention I want to go over a few
things. During scientific conventions, scientists often have
questions about what was presented, they may disagree with

something, or they may have something to add to what has been

said. As scientists I want all of you to do these. So if you have a
question or disagree its ok, we are a group of scientists having a
discussion over a topic. With that being said, if anyone does
disagree they need to have a reason, and all discussion needs to
be done in a respectful way. As an audience I expect everyone to
be respectful as well. So when I say respectful can anyone give
me an example of what you as respectful scientists will act or
sound like?
Guided Practice/Explore: Students will have their scientific
convention. (30 minutes or longer depending on time left,
must leave 10 minutes for journal entry )

Evaluation/Checking for Understanding:

Teacher: I could really tell everyone worked hard on their
theories and I want to thank everyone for being respectful to
each other during the convention. For the last 10 minutes of
class I would like you to respond to the prompt on the board.
Evaluation/Assessment: The following items will be used as
assessment.
Anecdotal notes taken during the scientific convention to assess
students understanding of theory and discussion among
scientists
Journal entry/worksheet to assess students understanding of
what a scientist does
Observation of scientific convention

Day 4 Lesson 4 (Designing Spacecrafts)

MN Science Benchmarks:
Nature of Science and Engineering:
3.1.1.2.1 Generate questions that can be answered when
scientific knowledge is

combined with knowledge gained from ones own

observations and
investigations.
3.1.1.2.4 Construct reasonable explanations based on
evidence collected from
observations and experiments.
4.1.2.2.1 Identify and investigate a design solution and
describe how it is used
to solve an everyday problem.
4.1.2.2.3 Test and evaluate solutions, considering advantages
and disadvantages
of the engineering solution, and communicate the
results effectively.
5.1.1.1.3 Understanding that different explanations for the
same observations
usually lead to making more observations and trying
to resolve the
differences.

MN Language Arts Benchmarks:

Writing:
5.ll.B.3a
Use composing processes including pre-writing
planning strategies as
brainstorming, journaling, sketching, listening,
outlining, and
determining audience, purpose, and focus.

Speaking and Listening:

5.lll.A.2

Demonstrate active listening and comprehension.

Content Objectives:
1.) After investigating with different objects in oobleck, students
will generate ideas for spacecrafts.
2.) Students will identify objects to utilize with their spacecrafts.
3.) Students will create designs of spacecrafts.

Language Objectives:
1.) Students will discuss their observations and understandings.
2.) Students will write their observations in a journal.
3.) Students will share their spacecraft designs.

Materials:

Anchor Charts
Afternoon message
Name tags
Oobleck
Objects/material for experimenting
Colored pencils
Markers
Drawing paper
Passports/journals
Post-assessment

Academic Language:
Physical properties
Scientist
Investigate
Experiment
Observations
Explanations
Evidence
Advantage
Disadvantage
Identify
Engineering
Design

4.1 Explain/Purpose (10 min.)

Hand out name tags as students enter the room.
T: Good afternoon, scientists! Lets start our last day with the
afternoon message. (Read message together). We have been
very busy this week. Who can remind us of our activities and what
we have learned this week? (Wait for students responses and
list on anchor chart/board).
T: In the letter from the space station, you were asked to
investigate oobleck. What did you discover about oobleck?(List
the physical properties.)
T:What do we call the items you identified about oobleck?(Wait
for students to recall physical properties.)
T: How do you think the space station got its sample of
oobleck?(Wait for student responses.)

T: Today, you are all engineers and your assignment is to design

and create a spacecraft that can land on Planet Oobleck.

4.2 Engage/Anticipatory Set (15 min.)

T: We have materials and objects for everyone to experiment
with in the oobleck. Using the information you have learned about
oobleck, your job is to explore and identify what objects or
materials give you an advantage or disadvantage. What do these
words mean?
T: You are scientists! What do you need to do as youre
experimenting?(Record observations).
T: You have 15 minutes to experiment and record your
observations. (Teachers will observe and ask questions for
thinking as students explore.)

4.3 Explain/Modeling (5 min.)

T: All right scientists, everyone have a seat at your desk. It is
now time to start your spacecraft designs.
T: First, you get 10 minutes to draw a rough draft of your space
craft. Use the information from your observations while
experimenting.

4.4 Explore/Guided Practice (25 min.)

(Students will draw rough drafts independently. Teacher
will observe and ask/answer questions.)
T: Now that you have an idea of what you think would make a
good spacecraft that can land on Planet Oobleck, you can create

your final designs, Engineers! We have more drawing paper,

colored pencils, and markers. On the bottom of your design,
please write several sentences describing your spacecraft and the
reason why you chose to design your spacecraft the way you did.
(Students have another 20 minutes. Give students a two
minute warning.)

4.5 Evaluation/Checking for Understanding (15 min.)

T: Would everyone please bring their spacecraft designs to the
carpeted area and have a seat. I see some very interesting
designs! Way to go, scientists! You all make awesome engineers.
Lets share your creations.(Students will share designs and
explain how they work.) I can tell everyone worked hard and
put a lot of thought into their designs.
T: Please have a seat at your desk, scientists. At this time,
please make your last entry in your passports. Remember to write
todays date and describe what you learned today. We also have
some questions we would like you to answer when you are
finished with your passport entry. We will know you are finished
when everyone has put their pencils down and are sitting quietly.
(Teacher will hand out passports and post-assessment.)
T: Nice work, scientists! We learned what a physical property is,
experimented with oobleck, participated in a scientific
convention, and designed spacecrafts. How does it feel to be a
scientist? Thank you for all your hard work this week. We enjoyed
having you in class. Please leave your passports and question
sheet on your desk and line up at the door.
Evaluation/Assessment: The following will be used to assess
students learning for the day and also the week.
Spacecraft designs with explanation of spacecraft

Post- assessment questions/test to assess the learning during the

week