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of Studies syllabus: PPS1.4 Identifies and describes different ways some forms of energy are used in the community. - Proposes ways of how bubbles are formed e.g. our breath, gas - Develops ideas, plans and makes bubbles using materials provided Learning processes: INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations UTS1.9 Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task. New NSW syllabus for the Australian Curriculum: ST1-4WS Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know - Responding to and posing questions - Suggesting some types of activities that need to be undertaken during the processes of Working Scientifically - Comparing observations with those of others to identify similarities and differences in the findings of their investigations - Identifying the purpose of the investigation LINKS TO OTHER KLAs: English: TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities. RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts Mathematics: MS1.3 Estimates, measures, compares and records volumes and capacities using informal units. RESOURCES: PRIOR SCIENCE KNOWLEDGE: Smartboard This lesson is an introductory lesson, Computer with the app mindnode therefore, the students have not learnt 1 cup distilled water about bubbles and gas previously. In 2 tablespoons dishwashing soap Kindergarten, they learnt about energy 1 tablespoon Glycerin under the outcome: PP S1.4 Gloves Identifies and describes different ways Bubble wand some forms of energy are used in the Plastic cup for water community. Tablespoons Measuring cup KSK: The reason a glycerin bubble is harder to pop compared to a normal bubble is because their enemy is oil and dirt. Oil and dirt is found on just about anything! By using glycerin, a super bubbles is formed and will bounce off a surface that

has oil and dirt, therefore, not breaking the surface or soap film (Steve Spangler Science, n.d.) LESSON: 1. Introduce the lesson on bubbles and ask the class a series of questions to think about the different types of bubbles and how they may be formed. On the smartboard, project the app “mindnode” with the questions already projected (see screenshot below). 2. Ask the following questions to the class, giving the class time to think about answers on what they know and what they would like to find out: Where do we find bubbles? How do we make bubbles? What do you think is in bubbles? Why do some bubbles last longer than others? When done, you can print it off and ask the children to glue it into their science books after the next experiment 3. With the remainder of the lesson, explain that the class is going to make super strong bubbles that we can hold in our hands. Form groups of four and assign a manager (asks the questions to the teacher and manage the group) and a collector (collect the equipment for the group). Hand out the instructions to each group and go through it with them. 4. Go through the steps with the class so that materials are used correctly and the experiment works. 5. At the front of the classroom, put the resources on the ground and ask each collector to collect the resources and the correct amount of each (water in plastic cup, gloves, glycerin and dishwashing soap) from left to right to ensure children are not getting in each other’s way. Help children with measurements as they are still using informal units. 6. Mix the ingredients together. 7. Once the ingredients are mixed together, go outside and blow the mixture with the bubble wands and see whose is the strongest or whose lasts the longest! 8. Record how long each groups bubbles last for onto a piece of cardboard and display it in the classroom. E.g. GROUP ONE: 24 seconds. SIMPLIFICATION: EXTENSION: To simplify this lesson, you can do it as The group experiment can be done in a whole class or split it in half, still pairs, provided there is enough giving most children a turn at mixing equipment. the mixture. Also, for those children who are shy in-group tasks, they can come up and add to mindnode when the class are occupied with their bubbles. Steve Spangler Science. (n.d.). Bouncing bubbles – Bubble solution. Retrieved October 15, 2013, from