4. Students will take part in a thematic unit on bubbles. This unit will integrate reading and writing with social studies, science, mathematics, art, music, and physical education. Students will develop an understanding of bubbles, how they are made, and their characteristics.

5. Activating background: Students will think about what information they already know about bubbles. Brainstorming: Students will think of a variety of ways bubbles are present in our world. Connecting: Students will link different types of bubbles to one another. Revising: Students will make changes to written activities Visualizing: Students will draw pictures in their minds.

6. Print: Students will recognize words on the Bubble World Wall and around the classroom. Comprehension: sequence, categorize, classify, separate facts and opinions, note details, identify cause and effect, compare and contrast, use contest cues, recognize literary genres Language: Students will apply various forms of language to their assigned activities. Ranging from grammar and spelling to length and appropriateness. Reference: Students will be able to use all resources giving to them and also resources available in the classroom. (dictionaries, encyclopedias, internet). Along with being able to locate these resources students will need to make graphs, write poems, document information, and recall facts.

7. Students will read a variety of poems on bubbles. Students will read various fiction and non-fiction books I have picked out for the unit. Students will read their bubble poems to the class. Students will read their bubble letter they wrote to a scientist aloud to the class. Students take turns reading a word off the bubble world wall (one students per day and then use that word in a sentence ex: word=colored dye. Today was used colored dye to make rainbow bubbles). Group members will read aloud the ingredients in their bubble gum.

8. Students will write their version of For the Love of Bubbles from someone else’s perspective than Sponge Bob’s. Students will write a sentence in bubble letters. Students will create a short story on an experience they have had with bubbles. At the end of the unit students will write a letter to their parents or guardians about what they learned about bubbles. Students will participate in a writing activity telling the teacher what activity was their favorite and least favorite along with providing examples to both.

9. Students will participate in a classroom discussion on what bubble activity was their favorite so far. Students will split into small groups to talk about their favorite book we read about bubbles. Students will put on a skit on their assigned bubble book using material provided in the classroom. Each student will have a turn being the bubble-ologist and sharing their crime predictions. Students can participate in the authors chair either reading the poem they wrote on bubbles or their favorite bubble poem that was handed out during class.

10. Students will listen to the music activity we did with the different jars and bottles, but this time write down how these sounds makes them feel. (happy, sad, cheerful extra) Students will listen to the audio CD the teacher will put together on a variety of bubbles popping. The classroom will courteously listen to their peers share what bubble activity was their favorite. Students will listen to a video on why mammals make air bubbles when in water. Students will listen to the teacher read a bubble poem aloud.

11. Students will watch the Curious George- Big Bubbles clip (see technology page). Students will view paintings of bubbles. Students will view photographs of bubbles. Students will explore online sites of bubbles and bubble activities (see technology page). The teacher will bring in a variety of “bubbles” (blowing bubbles, air bubbles in brownies, bubble gum extra) and have the students compare and contrast the items. Students will view blowing bubbles with the naked eye and also with a magnifying glass.

12. Students will create a bubble word wall for the classroom. Students will decorate the classroom with their colorful bubble papers and with their bubble wand. Students will create an organized display of a variety of packaged bubble gum they used during their experiments, listing which bubble gum made the best bubbles. Students will display their ME bubbles by hanging them from their desks. Students will create a bulletin board in the hallway with a variety of items we used during this unit on bubbles. (ranging from bubble gum wrappers to bubble wands).

13. Students will create a gigantic bubble wand by using a wire coat hanger and bubble mix (instructions next page). Students will create bubbles cards by blowing bubbles onto white construction paper. (using dye to make colored bubble mix). Students will create construction paper ME bubbles (instructions on next page). Students will create musical popping noises with their mouths. Students will blow bubbles onto different items. (glass bottles, plastic bottles, tin).

14. Bubble Wand-A 12 inch piece of coat hanger with 10 inch piece of string tied in a loop on one end. Cut the center out of a plastic lid (yogurt or margarine container) and thumb tack it to a wooden chopstick. Cut the top and bottom off a can of tuna, creating a 1 inch tube. Check for sharp edges before letting the children have it. Put the bubble solution in a pie plate to make it easy to dip the can. ME Bubbles-Students will cut a circle out of the entire piece of white construction paper, which will be called heir bubble. Inside their bubble the student will have to write their name and add anything else to the bubble which is a characteristic of the student. They can add their own picture of cut pictures out from magazines and paste them inside their bubble. Students can add their family or hobbies into the bubble it’s an open assignment for them to create what they want inside their ME bubble.

15. Students will study how to create bubble mix. Students will create baking soda bubbles. Students will use food coloring to develop rainbow bubbles. Students will participate in conducting a bubble bomb (do outside the zip lock bag may burst). Students will view a film on a dry ice bubble. Students will view a youtube production on dolphin bubble rings. Students will research, read, and share their article on bubbles in space. Students will identify how some bubbles are larger than others. Students will share why soap and water can make bubbles. Students will use a variety of different bubble machines to produce bubbles and make hypothesis's on why a these instruments can all create bubbles.

16. 1. Figure out where you want to explode your Bubble Bomb. Sometimes the bags make a mess when they pop, so you may want to experiment outside. If it's a rainy day, you can explode your Bubble Bombs in the bathtub or sink. 2. It's very important to use a bag without holes. To test the zipper-lock bag, put about half a cup of water into it. Zip it closed and turn it upside down. If no water leaks out, you can use that bag. Unzip it and pour out the water. If the bag leaks, try another one. Keep testing bags until you find one that doesn't leak. 3. Tear a paper towel into a square that measures about 5 inches by 5 inches. Put 1 1/2 tablespoons of baking soda in the center of the square, then fold the square as shown in the picture, with the baking soda inside. This is your "time-release packet.” 4. Pour into your plastic bag:1/2 cup of vinegar1/4 cup of warm water. 5. Now here's the tricky part. You need to drop the time-release packet into the vinegar and zip the bag closed before the fizzing gets out of control. You can zip the bag halfway closed, then stuff the packet in and zip the bag closed the rest of the way in a hurry. Or you can put the time-release packet into the mouth of the bag and hold it up out of the vinegar by pinching the sides of the bag. Zip the bag closed and then let the packet drop into the vinegar. 6. Shake the bag a little, put it in the sink or on the ground, and stand back! The bag will puff up dramatically and pop with a bang. 2. Baking Soda Bubbles- Put 1/4 cup baking soda in a clear container. Then add 1 cup of vinegar.Then the mixture of vinegar and baking soda will bubble. It's making carbon dioxide.

17. Students will study the history of bubble gum. Students will act like bubble-ologist detectives in the classroom (I will set up a bubble crime scene). Students will use a bubble map of the United States and then create their own map on construction paper (small group). Students will research on the computer and find who discovered the blowing bubble. Students will watch a National Geographic video-Speech Bubbles Students will watch a youtube video on making bubble gum.

18. The students will create a Haiku poetry about bubbles with the correct format. Students will count how many bubbles they can make per blow. Students will use their mathematic knowledge to form bubble numbers up to 10 to post on their desk as a guide. Students will record their bubbles per blow (5 different times) and make a line graph from their results. Students will get a review by measuring a variety of different bubble sizes. The teacher will need to bring off or bring in a variety of different sizes.

19. The teacher will make bubble hop-scotch (with chalk) for the children to use. Students will play bubble ball tag using soft balls that look like bubbles (students will only be able to get their peers out my sliding the ball across the floor and hitting it off peoples feet). Students will have a bubble relay. The students will be divided up into teams and have to use their bubble wand to blow bubbles down and back, then the next person in their relay will continue. Students will have a bubble gum relay. The students will be divided up into teams and have to chew their gum at least five times blow a bubble, spit the gum out into the garbage and run to the end of the gym and back until everyone in their team has gone.

20. www.pbskids.org/parents/curiousgeorge/activities/pc_bub ble_studd.html www.pbskids.org www.pbskids/zoomsci.org www.youtube.com/watch?V=31. Giant Stinson Beach Bubbles (Cannon 550d). www.youtube.com/watch?V=31 www.youtube.com/watch?=TM. Dolphin playing bubble rings. www.youtube.com/watch?=TM www.youtube.com/watch?=76. Dry Ice bubble www.youtube.com/watch?=76 www.youtube.com/watch?v=Z69. Bubble Gum-How it’s made. www.youtube.com/watch?v=Z69 National Geographic video Speech Bubbles.

21. Independently: writing poems, writing out bubble letters, bubble numbers, bubble wands, online games, reading articles, creating ME bubbles, and writing stories. Small Group: Bubble hot-scotch, relays, recording information, graphing results, discussions, view bubble maps, computer research, writing bubble cards, creating mixtures, and explaining why soap and water makes bubbles. Large Group: Decorating classroom, viewing videos, creating a bulletin board, bubble investigation, bubble gum noises, bubble sounds, conducting a bubble bomb, and using a variety of bubble machines.

22. Critique art projects using a guide line. Use a poetry assessment for poetry. Tabulate students’ work as the record bubble information. Participation in class. Observation of participation, sharing, cooperation, creativity, and task orientation. Score short stories and paragraphs using a standard rubric. Participation in authors chair. Math assignment (graph) will be graded using a checklist. Tabulate students’ desk for bubble numbers and letters.