MAKE A BUBBLE BLOWING APPARATUS Elyse Dean Outcomes: Board of Studies - PP S1.

.4 Identifies and describes different ways some forms of energy are used in the community. 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 Indicators: - Students design and make their own apparatus, thinking about the cause and effect this will have on bubbles - Children learn how bubbles form into spheres when blown into the air due to the push of air and pull of the skin. Links to other KLAS: Creative Arts: VAS1.2 Uses the forms to make artworks according to varying requirements. 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. Resources and Equipment: Pipe cleaners (approx. ten for each child) Bubble solution (Liquid detergent and water) Flat tray (for bubble solution) Ipads (other filming device if unavailable) Experience outline: This experience is suitable for teaching outdoors, but is also appropriate for indoor learning. In this experience, the children will have the opportunity to create their own bubble blowing apparatus using multiple pipe cleaners. The children will experiment with different shapes and sizes to investigate which is the best design. 1. Once children have been provided with their pipe cleaners, they are to work independently in creating a series of bubble blowing instruments, varying in shapes and sizes. This can be done by bending the pipe cleaners into desired shapes and wrap the ends around each other to hold together. 2. Upon completion of making the instruments, ask the children to write Scientific Prior Knowledge: Children will draw from previous discussion and experimentation about how bubbles are formed and how they react to their surroundings

down their hypothesis of what they think might happen with their instruments. Children should be encouraged to think about this in relation to the features of their instrument. (Will my large instrument blow a bigger bubble? Will my triangle shaped apparatus make triangle shaped bubbles?) 3. Using the flat tray filled with bubble solution, the children can test our their hypothesizes and use their creations to blow bubbles. Observations will be recorded by other children using ipads (or other device) to film the bubbles. 4. Share video recordings with class and record and discuss findings on a table. For fast finishers: What other things from the classroom or outside could we use to blow bubbles? KSK Refer to table The shape of a bubble is always round Modifications: Simplification: Extension: For children who are finding this To simplify, the teacher can give lesson simple, challenge them to think examples of designs, and ask the about variables, which they are children as a group to hypothesize keeping the same and variables that what might happen. they are changing when comparing each others bubble blowing instruments.