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Lesson Plan 7

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140 views

Lesson Plan 7

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api-239594516
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© Attribution Non-Commercial (BY-NC)
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Lesson Plan 7: Blow a bubble drama Michelle (42019397) Stage 1, Year 2 (7-8 years old) Outcome(s) & Indicator(s):

: Science: ACSIS042 Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play English: ACELT1591 Discuss the characters and settings of different texts and explore how language is used to present these features in different ways WS1.10 Produces texts using the basic grammatical features and punctuation of the text type uses creative word play in their writing of literary texts. Creative Arts Drama: DRAS1.1 Takes on roles in drama to explore familiar and imagined situations expresses an understanding of the shared fiction of the drama by stepping-into-role to enact a situation and stepping out-of-role to reflect on the action. Intention: Reinforce the underlying scientific concepts conveyed through bubbles creation and behaviour. This will be facilitated through the use of creative methods such as reenactment and writing. KSK Before detergent is added to water, all the water molecules are attracted to one another, creating a balloon-like skin called surface tension (CSIROb, 2013). The detergent liquid reduces the surface tension, making the liquid flexible and elastic. If a bubble touches another floating bubble, the two bubbles will meet, creating a shared wall, making a new shape like a number eight or snowman (CSIROa, 2013). When your bubble hits a surface such as the ground or runs out of moisture, becoming very dry, your bubble will pop (Home science tools, 2013). Resources and Equipment: Bubble Trouble and other poems and stories by Margaret Mahy Script information gathered from Science by email: CSIRO, bubble prints: CSIRO and Bubbles home science tools. Description of activity: Introduction: Blow a bubble and discuss the features of a bubble, following its journey before it pops. Students will re-enact this process, creating a simple drama. Script: You are a water molecule, all joined together like water in a pool, link arms so you are all joined because as water molecules, you are attracted to one another. You are like a stretched-out balloon skin and this tightness is called surface tension. Someone has just added some detergent, so unlink arms and move around as the soap is mixed into the water. Now stand alone because the detergent liquid reduces the surface tension. Begin to stretch your arms and bodies around because this soap-like liquid has made you flexible and elastic. As I begin to blow oxygen into your mixture with a bubble blower (mimic blowing action and puffing sound) create your body into a sphere, the shape of a bubble. You are now a bubble, floating in the air. If you touch Scientific Prior Learning: Learnt about carbon dioxide and the bubbles it creates, linking to gas.

another floating bubble, link arms because when two bubbles meet, they create a shared wall, making a new shape like a number eight or snowman. When your bubble hits a surface such as the ground or runs out of moisture, becoming very dry, your bubble will pop. So flop down to the ground in a ball (15 minutes) * Record this reenactment using the IWB and show the students at the conclusion of the lesson. Body: Re-gather students on the floor and read the poem, Bubble Trouble by Margaret Mahy (10 minutes). Briefly discuss the poem and the bubble, also making a list of possible rhyming words on the IWB, e.g. pop/stop, link/sink, wall/fall. Students will then draw a picture of their bubble and write a two-line to fourline Bubble Trouble poem of their own e.g. My bubble floated through the air and popped on the chair or The bubble moved all around without even any sound until I found that it had landed on the ground. (15-20 minutes). Conclusion: Invite students to share their poetry and watch the bubble drama created at the beginning of the lesson, on the IWB (10 minutes). Modifications: Simplification: Students will be encouraged to write their poems in pairs if they want some support, thereby adopting an inclusive classroom ethos (Martin, 2011). Possibility of providing stimulus sentences will convey inclusion and allow students to fully participate. Only having to add the rhyming words will reduce added academic challenges. Creating a word bank of rhyming words will also provide a reference point for students. Extension: Fast finishers will be asked to do extra poetic lines and colour-in their picture. Students will also be supported in writing descriptive language such as adjectives and expanding upon their creative poem. Encouragement to support students with completion of individualised work.

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