Gaseous Fun Exploration

Overview

Unit: Hands-On Learning Adventure
Lesson: 3 of 7
Duration: 30 minutes
Class Size: 10 students
Age Group: Year 1 (5-6 years old)
Curriculum Alignment: National Curriculum for England – Science – Year 1 – Everyday Materials and Seasonal Changes

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Understand that air is a gas and can fill different objects (NC Science, Year 1: Everyday Materials, Pupils should: observe changes across the four seasons, but more specifically recognise that air takes up space).
• Explore the properties of gases through hands-on activities (NC Science, Year 1: Pupils should identify and name common materials and describe their simple physical properties).
• Communicate observations about air and bubbles using simple scientific language.
• Engage in teamwork and comparative observations during a fun activity.

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National Curriculum Links

• Science – Year 1, Everyday Materials:
  Pupils should distinguish between an object and the material from which it is made, and observe and name materials including air.

• Working Scientifically – Year 1:

  • Asking simple questions and recognising that they can be answered in different ways
  • Observing closely, using simple equipment
  • Performing simple tests
  • Using their observations and ideas to suggest answers to questions

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Resources

• Balloons (1 per student, including spares)
• Bubble mixture (soap, water, glycerin) in shallow trays
• Bubble wands of various sizes and shapes
• Plastic aprons or old shirts to protect clothes
• Large sheet of paper for class observations and drawings
• Markers and crayons
• Timer or stopwatch

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Lesson Outline

1. Introduction (5 minutes)

• Hook: Begin by asking, “Have you ever tried to put air inside something? How do you think we can see air?”
• Show an inflated balloon and a bubble floating gently.
• Explain briefly: “Today, we will learn about air – a gas – by blowing up balloons and making bubbles!”
• Reinforce that air is all around us, but we cannot see it unless it fills something.

2. Activity 1: Balloon Blow-Up (8 minutes)

• Give each pupil a balloon.
• Guide them to blow balloons carefully and observe what happens.
• Ask: “What do you feel inside the balloon? Can you squeeze it? Does it stay full or get smaller?”
• Discuss how air fills the balloon and takes up space, stretching the balloon’s material.

3. Activity 2: Bubble Making (10 minutes)

• Give trays with bubble mixture and bubble wands.
• Encourage pupils to blow bubbles and observe their size and shape.
• Introduce the bubble-blowing contest: Who can make the biggest bubble?
• Discuss: “Where is the air in a bubble? What shape does the air make inside the bubble? Why do bubbles float?”

4. Group Discussion and Reflection (5 minutes)

• Gather around the large sheet of paper and ask pupils to share their findings.
• Write and draw pupils’ observations: “Air is inside balloons and bubbles.” “Air fills things and makes them bigger.”
• Highlight key vocabulary: air, gas, fill, bubble, stretch, float, space.

5. Plenary and Assessment (2 minutes)

• Ask quick recap questions to assess understanding:
  • What did we put inside the balloons?
  • What shape are bubbles?
  • Can we see air? How do we know it’s there?
• Praise participation and curiosity.
• Collect balloons and bubble supplies for safe storage or disposal.

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Differentiation and Inclusion

• Support pupils who find blowing challenging by providing straws for bubble blowing or encouraging balloon stretching with teacher assistance.
• Use visual aids and simplified language for pupils with additional needs.
• Allow more able pupils to estimate bubble sizes and compare by counting.

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Safety and Classroom Management

• Ensure hand washing before and after bubble mixture handling.
• Remind pupils not to put bubble mixture near eyes or mouths.
• Use plastic aprons to keep clothes clean.
• Clear space to avoid slips or balloon popping hazards.

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Extension Ideas (Optional)

• Create a class mural to display different sizes and shapes of bubbles.
• Introduce singing or blowing songs while blowing bubbles to strengthen breath control.
• Link to seasonal changes by discussing how air feels cold or warm outside.

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Teacher Notes

• Emphasise that air is all around us but only visible when it fills things like bubbles and balloons.
• Encourage scientific vocabulary from the pupils throughout.
• Use the activities to create a memorable “scientific adventure” feel.
• This lesson fits within a hands-on learning approach, integrating discovery and play.

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This interactive lesson plan helps Year 1 children meet the National Curriculum objectives through engaging practical activities, nurturing early scientific inquiry and observation skills while making learning about gases vivid and memorable.