DIDACTIC SEQUENCE

“The Flying Bubbles”

Foundation

Soap or detergent bubbles are often used as a play object for children, however,
beyond the fascination they produce, it is clear that there are a series of physical
principles that allow their existence.

In this proposal, the bubbles will be the object of exploration for the children. By
playing with them and through proposals and questions that guide the exploration,
they will be able to discover aspects that go unnoticed when it is just about having
fun, for example: why are bubbles round? Why do bubbles have many colors? Why
are they made with soap or detergent? Why do they burst?

The proposals presented that are detailed in this sequence will continue to be
worked on online due to the social and preventive isolation resulting from the
COVID-19 pandemic.

Objectives: For children to achieve

 Actively participate in the acquisition of the bubble concept.
Manipulate different materials in building bubbles.
Enjoy the activities proposed by the teacher to develop bubble construction
as a family.

Conceptual contents

Social Sciences and technology:

Natural and artificial materials. Properties: texture, gloss, transparency,

fragility.
Interaction between various materials, solutions, mixtures.

Language:

Story: Recovery of the theme of stories; argument.

Writings organized by children and dictated to the adult.

Math:

Determination of the number of objects or drawings in a collection, using

different resources (global perception, counting).
Communication and interpretation, both oral and graphic, of geometric
characteristics that enable the identification of shapes.

Plastic:

The texture: visual (dull-luminous, opaque-glossy)

Relationships between shapes and colors that give meaning to the
composition.

Attitudinal Contents

Attitudes of openness towards inquiry into reality. Curiosity.

Appreciation of writing to document group and individual memory and for
communication with others.
Respect for oneself and for others, their ideas, emotions and feelings.

Time to carry out: August 24 to September 25

Activities
1. Monday 24th: After the greeting, the lady presents the song “Flying
Bubbles” and invites you to watch a music video alluding to the topic.
https://youtu.be/BtwVMXuuQSQ Then you will ask the kids and family to get
the materials to enjoy this experiment in the next classes. Materials: Skewer
sticks, candy wire, pipe cleaners, plastic straws, detergent, water, plastic
cups or containers, paper tape, poster or cardboard, markers (optional
Glycerin, tempera paints, powdered sugar.)
2. Tuesday 25th: After greeting the lady, she returns to the previous topic,
through a video she shows us how to assemble the bubblers and the liquid
that we are going to need (it is recommended to let it rest for a while). At
home we mold bubblers into different shapes: round, triangle, heart, etc.
3. Wednesday 26th: After the greeting, the lady returns to the theme of
bubbles and suggests that the children play with them. Bubbles for
thousands game proposal. The child is asked to count how many bubbles
he can make and how many he can burst. If you play with others, record
who manages to make the most.

1. Monday 31st: After the greeting, the lady returns to the topic of bubbles and
their shapes, the lady presents a square-shaped bubbler, we talk about the
square; What is it? How is? We know him through a video.
https://youtu.be/A9UMce2aLq0 Then at home with the materials we have we
put together a bubbler with that shape and we play freely. Respond to the
lady through a video What is your bubble like?
2. Tuesday 01: After the greeting and through a video, the lady proposes to
continue experimenting with bubbles, but this time we do not use our
mixture. Let's take a piece of white soap and experiment with our hands and
fingers. Game proposal The biggest bubble: This challenge consists of
creating the biggest bubble of all. This game will help you control your
breathing because if you blow too hard the bubble will burst and if you blow
too loose it will not be created.
3. Wednesday 02: After the greeting, the lady returns to the topic of bubbles.
In a simple way it explains the bubble phenomenon. What is a bubble? Why
do they float? Where does its color come from? Through a video we learn
how to make colored bubble stamps, at home we try it on a sheet, we use
the primary colors (red, blue, yellow) to dye the mixture.

1. Monday 14th: After the greeting, the lady returns to the topic we are
working on, through a video we listen to the story of a story.
 https://youtu.be/VSSXJvyAij8 At home we draw the Pomperón dragon on
the sheet and with a cylinder of toilet paper, lids, and cups we seal bubbles
of different sizes and colors.
2. Tuesday 15th: After the greeting, the lady returns to the topic of bubbles,
we review what we were working on and observing. At home we look for
and separate all the elements with which we can make bubbles, as long as
they have two open ends, bottle funnels, cylinders, simple and grouped
straws, with our fingers, hands, skimmers, plastic tubes, pieces of hoses,
etc. . After having played for a while, we chose 4 (Four) elements, the ones
we liked the most when carrying out the experiment, we drew and painted
them, and an adult placed the name on each element.
3. Wednesday the 16th: After the greeting, the teacher returns to the topic of
bubbles and reviews what they were experiencing and proposes a last
game to the children. Game proposal The snake: Let's create a bubble
snake. We cut a bottle of water at the bottom, put a rack or stocking wet with
the bubble mixture at the bottom, as a lid. When you blow, thousands of
small bubbles will come out that will expand, forming a type of churro of
bubbles.
CLOSING: The teacher sends a questionnaire so that the child and his
family can reflect and respond, such as: What is a bubble? Why do they
float? What liquid do we use? What technique do we use to make the
bubbles? What mixture was easier for you? What is the bubble like
according to the shape of the bubbler? How should we blow? What shapes
are they? What color? Are they hard or soft? Are they transparent or
opaque? Light or heavy?, etc.

Evaluation: indicators

Were you able to get started in identifying steps to experiment with

mixtures?
Were you able to identify geometric or natural shapes in the bubbles?
Could you recognize where the colors of the bubbles come from?
Could you identify what the blowing action is like to create the bubbles?