Bubbles Full of Colour

Overview

In this eighth lesson of Light and Colour Explorers, ākonga observe bubbles closely and describe their changing colours, shapes and movements. They build on earlier experiences of noticing light and colour, then record one observation through drawing, words or speech.

Learning intentions

• WALT observe bubbles carefully.
• WALT notice and describe colours, shapes and movement.
• WALT share an observation using drawing, words or speech.
• WALT use our senses safely and respectfully outdoors.

Success criteria

• I can notice more than one colour in a bubble.
• I can describe a bubble’s shape or movement.
• I can record an observation through drawing, words or speech.
• I can handle bubble mixture and equipment safely.

Curriculum links

• Physical Science — Materials and their properties: observing and describing physical properties of an everyday material and comparing what is noticed.
• Science capabilities: making observations, describing patterns and communicating findings.
• Te Mātaiaho Science — participating in shared investigations, using evidence from direct observation and sharing ideas with others.

Lesson structure (45 minutes)

1. 0–5 min · Wonder and connect. Open with the bubble wonder question showing a large photograph or short visual of a rainbow-coloured bubble; ask, “What colours and shapes might we see?” Students turn and talk, then share prior ideas about light and colour. Introduce the WALT and read the success criteria aloud, using gestures for colour, shape, move and record.

2. 5–10 min · Model careful observation. Use the observation and safety slides to model making one bubble outdoors or in a well-ventilated space. Demonstrate looking without touching, describing what changes, and using precise words such as round, thin, shiny, floating, stretching, wobbling and popping. Explicitly teach: no drinking bubble mixture, keep it away from eyes and mouths, walk with wands, and wash hands after the activity. Students practise describing an imaginary bubble with a partner.

3. 10–22 min · Bubble observation stations. In groups of four, students rotate or work at two supervised outdoor observation areas with bubble mixture and wands of different sizes. One student blows, one watches, one describes, and one waits safely; roles change after each turn. Students look for more than one colour, notice the bubble’s shape and follow its movement. They may use picture vocabulary cards and buddy talk. The teacher prompts: “What colour do you see first?”, “Can you see another colour?”, “What is the bubble doing?”, and “What happened just before it popped?” Revisit the observation and safety slides if groups need reminders.

4. 22–28 min · Music and movement. Bring students together and play a short movement track from the movement prompt. Students move safely like bubbles: floating slowly, stretching tall or wide, wobbling, drifting, and popping on a signal. Pause to invite children to show a movement and describe it using a word or gesture. Students identify which movements matched bubbles they observed.

5. 28–39 min · Bubble-print recording. Demonstrate gently touching a bubble-covered wand to paint or using a bubble-print method prepared by the teacher; avoid blowing paint mixture towards faces. Distribute the bubble observation recording sheet. Students create bubble prints or draw a bubble, then record one or more colours and one shape or movement. They may label with single words, dictate a sentence to an adult or buddy, or submit a photograph with an oral explanation. The teacher conferences with individuals and records children’s spoken observations where needed. Show the recording examples on the bubble-print and recording slides.

6. 39–45 min · Share and reflect. Display selected prints and use the reflection prompts. Students share: “I noticed…”, “My bubble was…”, or “It moved by…”. Revisit each success criterion with thumbs up, sideways or down. Finish by asking, “Did every bubble look or move in exactly the same way? What was similar?”

Resources

• Bubble mixture in shallow trays and bubble wands of different sizes
• Outdoor area or well-ventilated space with non-slip flooring
• Aprons or paint shirts, handwashing access and paper towels
• Washable paint and trays for bubble prints
• the Light and Colour Explorers bubble deck
• the bubble observation recording sheet
• Picture vocabulary cards and large-print labels
• Optional tablet or camera for photo and oral evidence
• Music player and a short instrumental movement track

Assessment

• During observation, listen for children naming more than one colour and describing a bubble’s shape or movement. Note whether descriptions are based on what they actually saw.
• Conference during recording: ask each child to explain their drawing, print or photograph. Scribe oral responses where appropriate.
• At the end, invite each child to complete the sentence “I noticed…” orally, with a gesture, drawing or recorded voice. Use the response to identify who needs further supported observation.

Differentiation

• Support learners with bubble wands of different sizes, repeated demonstrations, buddy observation, gesture-based prompts and descriptive word cards with pictures.
• Offer sensory alternatives, including bubble photographs, projected bubbles or observing a teacher-made bubble, for students who dislike wet textures, blowing or outdoor noise.
• Provide dyslexia-friendly options: oral observation stations, picture vocabulary, large-print labels, uncluttered worksheet layout, drawing or photo evidence instead of extended writing, and adult or peer scribing.
• Use mixed-ability pairs and clearly model turn-taking. Extension learners investigate whether bubble size changes how long a bubble lasts, keeping a simple count, or compare what they see when the light comes from different angles.