Bubble Bursting Project

Bubble Bursting Project- This week we are continuing our "Bubble Bursting Project"
We will be incorporating, Math, Social Studies, Science, Writing, and Technology during this project based learning!





Students will:

1. Be in groups of 4.
2. Create a KWL
3. Investigate the history of bubble gum.
4. Create a foldable of bubble gum facts.
5. Participate in a bubble blowing contest.
6. Measure bubbles.
7. Graph results.
8. Create a self portrait using pink balloons to demonstate their bubbles.
9. Read related books on bubble gum.
10. Write a discriptive essay on their findings about blowing bubbles. How was it? What happened? How did it feel?  What did you predict?  What was the outcome?  Was their a trick to blowing larger bubbles?

Timeline

http://inventors.about.com/od/gstartinventions/a/gum.htm

How to blow a bubble gum bubble:

http://www.wikihow.com/Blow-a-Bubble-with-Bubblegum

Awesome teachers who have done similar lessons:
http://theteacherwife.blogspot.com/2011/11/bubble-gum-fun-writing-and-math.html


Cool Videos








Books about bubble gum!

4th Grade TEKS:
ELAR:
(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
(15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (irregular verbs);

(ii) nouns (singular/plural, common/proper);

(iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest);

(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);

 Math
(4.11) Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to:

(A) estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary;

(B) perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system;

Science
(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

Social Studies
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas;

(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

(D) identify different points of view about an issue, topic, historical event, or current event  


Bubble Bursting Project1


Bubble Bursting Project 2