Lesson Outcomes
Working towards ELG
UTW - Understand some important processes and changes in the natural world around them
UTW - Explore the natural world around them, making observations
C&L - Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions
C&L - Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate
PSED - Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate
PD - Negotiate space and obstacles safely, with consideration for themselves and others
EAD - Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function
Resources: Bubble mixture, a couple of trays, objects to create bubbles with (e.g., hoops, pipe cleaners, straws, string and sticks, colanders, whisks and cookie cutters), food colouring and paper.
Teacher Resource: The handout provides the teacher with a list of key words, with matching images, to support the children's language when discussing bubbles.
Core handout (2): The handout provides space for the children to draw a picture of the bubbles they made. These drawings should support the children's discussions about the different ways they made their bubbles.
Additional Activities: DE has provided additional activities to support the children's exploration of bubbles. These activities can be used as follow up activities during Science Week, or as part of continuous provision.
Starter
Use the starter video to show different kinds of bubbles being made. Ask the children what questions they could ask about the bubble. Model a question, e.g., how are bubbles made?
Write down some questions for the children to explore and answer.
Main Teaching
Using the presentation, introduce key vocabulary and encourage the children to repeat each word back with an action (actions are on the slides). Tell the children that in the lesson, they will be curious, asking questions and investigating bubbles. During the presentation, teachers will be prompted to blow some bubbles so the children can observe them. Use the presentation slides to explore what a bubble is and when the children have seen a bubble. Support the children in developing some questions about bubbles. Model some question ideas for the children; for example, ‘How big can I make a bubble with a hoop?’ or ‘How many bubbles can I make from one scoop of bubble mixture?'
Mission Assignment
Set up an open-ended investigation station. Set up different trays with bubble mixture and various resources for the children to create bubbles. Focus on the question ‘How many different ways can you make a bubble?’. Ask the children to use different materials, shapes and objects to see which makes a bubble. (Note: For teachers requiring continuous provision activities involving bubble exploration, please see DE's additional activity handout.)
Key questions
Use the handout to encourage the children to draw the different bubbles they made, showing the colours, patterns and shapes they saw. Can the children explain how they made their bubbles?
Challenge Task: Ask the children to think about why they were unable to make a bubble with some objects or materials.
Plenary:
Bring the children back as a class and discuss what they found out during their investigation. Allow those who completed the challenge task to feed back their findings.
Discussion questions:
DE has provided a selection of additional activities to inspire the children in exploring bubbles further. This includes instructions on how to do bubble printing. These activities can be used as follow up activities during Science Week, or as part of continuous provision.
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