Next Generation Science Standards:
2-PS1-1-"Plan and conduct an investigation to describe and classify different kinds of materials by their observable." Students learn about matter. They understand that matter is anything that take up space and has mass. In this lesson, students use a wand (solid), soapy fluid (liquid), and breathe (air) to make bubbles. They learn more deeply about matter in a fun and innovative way.
In previous lessons, students learned about matter. They understand that solids, liquids, and gases are forms of matter. They also know that matter can be describe by its properties, and matter takes up space and has mass.
In my class, my students are called Junior Scientists. They wear lab jackets they created early in the school year to be worn during experiments. I call them junior scientists to encourage them to major in Science and Math related careers. I want them to develop a love for Science and Math. Also, we sing "It Is Science Time" or "I Got A Feeling Song" before each lesson.
At their desks, students sing a song that the class sings at the opening of each science lesson. This song motivates and engages my Junior Scientists at the beginning of each science lesson. During science lessons, I call my students scientists to empower students and make them dreamers and doers.
“I can” statement
I call on a student to read our "I Can" statement for the day. While using an over-sized microphone, a scientist says, "I can explore how a gas can fill a liquid." The "I Can" statement helps students take ownership of the lesson as they put standards into context. The other students praise the student that reads the "I Can" statement by clapping. I encourage students to give each other praise to boost their self-esteem.
While students sit at their desks, I provide each student with a balloon and a lab sheet. The students write down the properties of the balloon. Then I permit the students to talk to their buddy. Some partners are allowed to report out to the entire class. Students are allowed to work in pairs to boost communication skills. Also, they are given an opportunity to share their scientific findings to others. As they develop into future scientists, it is imperative that students are afforded the opportunity to communicate scientific results.
Each child has a bottle of bubbles that they brought from home.
As a class, we go outside to explore bubbles. Students are ask to take out their wands. I ask them: What form of matter is the wand? (solid) What form of matter is inside the bottle? (liquid) If you blow into the wand, what form of matter?(gas)
Students are allowed to blow bubbles to demonstrate that air (gas) is taking up space. To assist students with understand that air is taking up space, I have them to think about the balloon exercise and how they use air to blow up the balloon. Also, I inform them to blow on their hands. They should notice air is something you feel but do not see. However, it takes up space. As students blow the bubbles, I pose the following questions: Why are the bubbles different? (The size would be dependent on the amount of bubble solution, the wand size, and the amount of air inside the bubble.) What properties of gas can be determined from the observation? ( size, shape, color, and texture)
While students are sitting at their desks, they are provided an exit ticket. They are asked what did they learn from the experience. The students should notice that air takes up space and they notice this through the balloon and bubble exercise. The exit ticket permits me to assess students' understanding. When I evaluate the exit ticket, I am making sure that students understand how the bubbles relate to the state of matter as well as the balloon activity.