Identifying Process Skills

Science Process Skills

NAEYC Professional Preparation Standards 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines

 Activity (State Source and/or Attach or Link):

What would you prefer to add to strengthen the process skills that are used in the lesson

CONCEPT: "Air takes up space. Bubbles have air inside of them."

OBJECTIVE: Construct a bubble-making machine by manipulating materials and air to produce bubbles.

Observe and describe the bubbles.

MATERIALS: Bubble solution of eight tablespoons liquid detergent and one quart water (expensive deter-

gent makes stronger bubbles), straws, four-ounce plastic cups.

ADVANCED PREPARATION:

1. Collect materials.

2. Cut straws into small sections.

3. Mix bubble solution.

PROCEDURE:

Initiating Activity: Demonstrate an assembled bub-ble machine. Have children observe the machine and tell what they think is happening.

How to do it: Help children assemble bubble ma-chines. Insert straw into the side of the cup. Pour the bubble mixture to just below the hole in the side of the cup. Give children five minutes to explore blowing bubbles with the bubble machine. Then ask children to see how many bubbles they can blow.

Ask: "What do your bubbles look like? Describe your bubbles." Add food coloring for more colorful

bubbles.

"What happens to your bubbles? Do they burst?

How can you make them last longer?"

"What do you think is in the bubbles? How can you tell? What did you blow into the bubble? Can you think of something else that you blow air into to make larger?" (balloon)

EVALUATION:

1. Were the children able to blow bubbles?

2. Did they experiment with blowing differing amounts of air?

3. Did the children say things like, "Look what happens when I blow real hard"?

EXTENSION:

Math and Science for Young Chi X

1. Have students tell a story about the bubble machine as you record it on chart paper.

2. Encourage children to make bubble books with drawings that depict their bubbles, bubble machines, and the exciting time they had blowing bubbles. Encourage the children to write or pretend to write about their pictures. Threes and fours enjoy pretending to write; by five or six, children begin to experiment with inventing their own spellings. Be sure to accept whatever they produce. Have children read their books to the class. Place them in the library center for browsing.

3. Make a bubbles bulletin board. Draw a cluster of bubbles and have students add descriptive words about bubbles.

4. Challenge students to invent other bubble machines. (Chapter 10 of this book contains activities that teach additional concepts of air and bubbles.)

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