Date: April 4, 2000

Grade Level(s): 1, 2

Subject(s):

• Science

Description: This is a lesson about bubble shape and movement.

Goals: To have students understand the physical elements involving bubbles.

Objectives: Students will:

1. Predict, experiment, explore, and observe bubble movement and shape.
2. Learn through prediction, observation, experimentation, and discussion, why bubbles are round.
3. Through experimentation discover what kind of objects will make a bubble and why.

Materials:

• Florist wire
• Dishpans
• Bowls
• Jars
• Flat cookie sheet
• Solution: 1 cup Joy dishwashing liquid and 8-9 cups of water, Bubble Journals, pencils, crayons, butcher paper, and straws, Secret Bubble Box (filled with objects around house that a bubble can be created by using, Ex. Paper towel roll, wire hanger)

Scientific Explanation:

Why are bubbles round? Bubbles are round because there is no greater force on any part of the bubble to give it shape. The pressure on the outside of the bubbles is equal all around it when it comes out of the florist wire and other close-ended objects.

Focus Phase:

1. Ask the children to predict what shape a bubble will be when blown through different (close ended, not shaped in a circle) shaped florist wire.
2. Model the experiment on a piece of large butcher paper. Show them an example of how and where to draw and write their predictions and outcomes of the bubbles into their own (previously made) bubble journal.
3. Create a few different examples of wire bended into square shaped loops, oblong circles, etc.* any shapes except a circle, and have them make predictions for each wire as to the shape of bubble that will come out of the wire when blown into.
(Make enough so each child in every group has the same object shape to experiment with.)
4. Hold the object shapes up one at a time and have them draw their object shape and predictions into their bubble journal for each shape, one prediction on each page. (Draw the shape of the wire, then prediction of bubble shape next to it.)
Do this at a separate “Journal table” where the children are not yet around the bubble solution and distracted by the experimental equipment.
5. Explain all rules to keep the classroom under control and safe during the experiment.

Challenge Phase:

1. Now, place the bubble solution at each “experimental table” and make sure they stay over the container when they blow. Have the children softly blow a few bubbles. Have each group observe their bubbles carefully as they come out and release from the wire. Make sure they carefully observe the shape of the bubble.
2. After each group has blown a few bubbles using their object shape. Have them go back to their journal table to write the outcome of the bubble and also what they learned about the bubble shape (as modeled in circle) in their bubble journal.
3. Rotate the object shapes to different tables while the children are writing their outcome and what they learned. Have the children experiment and then document their findings until they have all gotten a chance to test each object shape.
4. Make sure you are visiting each table while the children experiment with the bubbles. Ask them how their bubbles might be the same or different as to what they predicted in their journal and why. It is important to keep their mind of the reason for the experiment. Bubbles can become a fun distraction if the students are not kept in focus.

Concept Introduction:

1. Bring them back to “circle” and have them discuss their predictions and
outcomes. Were the bubbles all the same size and why or why not? What shape were the bubbles and why? Why are bubbles not a square or a triangle? Did the shape of the wire change the shape of the bubble?
2. Have them all sit on the floor with you and tell them to take their hands and feel all over in the air with them. Ask them if they feel anything pushing at their hands in different places of the air. Explain to the children by using your hands in the air how a bubble might be a triangle if there was a greater pressure on all four sides to give it shape…impossible. Round because equal pressure an all sides.
3. Pull out the secret bubble box full of household items and classroom (scissors) items. Hold up an item (wire coat hanger) and have the class predict whether will create a bubble or not and ask them why. Test it and talk over why it worked. Use some objects they do and do not (object that is not close ended) work so they are clearly able to understand what creates a bubble and why.
4. Go over the entire lesson and make sure they are able to answer through their group experimentation that:
1.) Bubbles can be made from many different close-ended objects.
2.) Due to equal air pressure, bubbles are a sphere no matter the (close ended) shape of the wire.
(Unless sitting in water where a force is against one side of it.)
3.) Equal air pressure causes a bubble to be round.

Concept Application:

Ask the children, "If you were to blow a bubble through a square shaped straw, what shape would the bubble be? Do you thing you could blow a bubble out of a wooden object?" Have them take turns answering the questions and giving their own rationale for their answers through learning from the experiments.

Assessment:

The children will have demonstrated their science understandings by:
1.) Explaining in their journals through pictures and writings that bubbles are round no matter what shape of object they come out of
2.) Predicting whether an object will create a bubble or not (ask individually) and why or why not.
3.) Explaining (written in journal) why a bubble is not a square, or always the shape of the object is comes out of.

Useful Internet Resources: