QUARTER 1

Cou= rse: FLEX – Enrichment – Si= xth Grade- “Bubbles, Bubbles, Bubbles”

QUA= RTER: Second

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U= nit or General Topic, Theme, or Content Focus

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S= pecific Topics, Themes, or Content Focus

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S= kills Focus

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E= ssential Questions & Enduring Understandings

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D= istrict/Building

R= esources

(Textbook, Supplementary, Videos, etc.)<= span style=3D'font-size:10.0pt;font-family:Arial'>

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P= ossible Lessons, Projects, Assessments

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A= ligned Illinois Learn= ing Standards, Performance Descriptors, & Assessment Frameworks

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I= nterdisciplinary Connections

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D= ifferentiation Suggestions

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Bubbles, Bubbles, Bubbles.

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L= esson 1

(= 1 class period)

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L= esson 2 (2 class periods)

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L= esson 3 (2 class periods)

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L= esson 4 (1 class period)

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L= esson 5 (3 class periods)

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L= esson 6 (3 class periods)

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L= esson 7 (1class period)

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L= esson 8 (3 class periods)

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T= he objective of the unit is for students to have an opportunity to “pl= ay around” with bubbles, while learning about the scientific phenomena associated with bubbles.

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Students will experiment with various objects = to determine which objects can be used to make bu= bbles.

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Students will compare and contrast the effect = of surfaces on bubbles. Students will learn how to touch a bubble without popping it. Students will c= reate a piece of “bubble artwork”.

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Students will determine which brand of dishwas= hing soap makes the biggest bubble. Students will determine what makes a fair = test.

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Students will explore various combinations of bubbles and the structures and patterns which = they form.

Students will observe how soap affects the sur= face tension of water and investigate the role of evaporation in bubble format= ion, as they test the

effect of different amounts of glycerin on the size of bubbles.

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Students will discover a mathematical relation= ship between the size of two equal rings and the distance soap film will stret= ch between them.

Students will determine the color sequence which leads to the bursting of a bubble.

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Students will design a commercial to sell a so= ap product.

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G= EMS book, Bubble-ology.<= /p>

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A= IMS book, Soap Films & Bubbles.

Champaign Schools “Bubbles, Bubbles, BubblesR= 21; Teacher’s Guide.

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S= tudents try to blow bubbles with various objects.

Student test surfaces by placing bubbles on them. Students make real bubble pictur= es.

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L= earn about controls and variables while testing soap brands.=

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B= low bubbles into patterns.

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U= se scientific experimentation method to test affect of glycerin on soap bubb= les.

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M= ake ring bubbles and calculate the relationship to size= and stretch distance.

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S= tudents will examine bubbles before they burst.

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A= ct-out a commercial or make a poster or radio jingle.

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S= tate Goal 6.B.3a

S= tate Goal 7.B.3

S= tate Goal 9.A.3c

S= tate Goal 10.A.3a

S= tate Goal 11.A.3b

S= tate Goal 12.C.3b

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G= eometry, averages, and patterns in mathematics.

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S= urface tension, evaporation, and light waves in science.

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D= o the extensions in any of the activities.

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D= o not emphasize the more difficult mathematics in the activities.