Lesson Plan 2: What happens when bubbles meet?

Michelle (42019397) Stage 1, Year 2 (7-8 year olds) Outcome(s) and indicator(s): Science: INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations. VA4 Gains satisfaction from their efforts to investigate, to design, to make, and to use technology. ACSIS038 Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources - manipulating objects and materials and making observations of the results and sorting objects based on easily identified characteristics Creative Arts Visual Arts: VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things - talks about significant features and relationships within their artworks, referring to such things as size, scale, proportion, colour. VAS1.2 Uses the forms to make artworks according to varying requirements - explores various printmaking techniques to create one-offs and multiples. Mathematics: ACMMG042 Describe and draw two-dimensional shapes, with and without digital technologies SGS1.2 Sorts, represents, describes and explores various two-dimensional shapes - uses drawing and painting to represent two-dimensional shapes. DS1.1 Gathers and organises data, displays data using column and picture graphs, and interprets the results gather and record using tally marks. Intention of lesson: This lesson explores the way bubbles are formed and the shapes that occur. The focus is upon the hands-on experience, bubble art. This concludes with additional mathematics investigation. KSK Blowing air through the straw into the detergent and water solution causes bubbles to form. These bubbles are not round. The bubbles are quickly surrounded by more bubbles, changing shape and stacking upon one another. The bubbles in the centre become crowded, squishing into new shapes such as squares and hexagons. If the bubbles grow at the same rate and are the same size, they will appear flat. Although, if the bubbles differ in size, the comparatively smaller bubbles will buldge into the larger one (CSIRO, 2013, p. 1). These bubble-shapes are evident when paper is placed on top of the bowl. Normally angles will be highlighted within the art, consisting of 120 degrees, the same as the angles between sides of hexagons. According to home science tools (2013), if you pop the bubbles on the outside, the ones on the inside will not be squished anymore and they will push back out to round bubbles again (p. 3). Resources and Equipment: Dishwashing liquid Food colouring primary colours Plastic bowls A4 paper Straws YouTube clip: http://www.youtube.com/watch?v=MGTsBKXlCI4 Bubble art shape tally worksheet Scientific Prior Learning: What bubbles are made of and how they are created. When glycerine is added the bubble is stronger.

Description of activity: Introduction: (15 minutes) Students sit and watch on the IWB, YouTube clip Blowing bubbles in slow motion (2:22 minutes) http://www.youtube.com/watch?v=MGTsBKXlCI4, making verbal links to content explored in lesson 1. Whilst clip is playing, discuss the shapes, sizes and rainbow formed by bubbles. Secondly, demonstrate blowing bubbles in the dishwashing liquid and water solution with the straw. Ask students to describe what they are seeing. Then press the paper onto the formed bubbles and show the students, discussing what has occurred when the bubbles pop and the patterns that are created. Invite two students to demonstrate using the second and third bowl. *Before the students return to their desks, student helpers will distribute plastic bowls with added food colouring, dishwashing liquid and water, A4 paper and three straws for each student. Body: (30-35 minutes) Before commencing bubble art, students will write, at the top of their A4 page, a hypothesis, copying a stimulus sentence In my bubble art, I think the bubbles will make _____________. (5-10 minutes). Students will complete their own bubble art, engaging in independent work (10 minutes). When their artwork is completed, they will work either individually or in small groups to classify the shapes created e.g. semi-circles, hexagons, ovals and circles. Students will tally their findings (10 minutes). Conclusion: (5-10 minutes) Invite students to share their original hypothesis and discuss whether it matched what they observed in their bubble art. Using the IWB, record the shapes found in their art and the number of each shape, as tallied by the students. Create a Bubble art shape investigation table, combining findings. Modifications: Simplification: The whole class dynamic, along with strategies such as stimulus questions and working in small groups, encourages peer support and scaffolding when completing tasks. Extension: Providing the option of working collegially or individually allows students to challenge their abilities if desired. Students could write their own hypothesis without stimulus. Invite students to draw shapes on the IWB for the Bubble art shape investigation table.