Bubble Gum Method

For my experiment I picked 3 different brands of bubble gums. Hubba Bubba gum, Bubble Yum and Bazooka. After chewing each piece of gum for 2 minutes, one at the time, I blow a bubble as big as I could. Then, my partner (my mom) measured and I write down the results. I repeated the same steps 3 times and results was collected in a data chart (see data chart # 1). Then, the average size of the bubble was calculated by adding each result and divided by 3. The average size of the bubble made from Hubba Bubba Gum was 3.8 cm, Bubble Yum was 3.5 cm and Bazooka was 3.3 cm. As a result of my experiment, I found that Hubba Bubba gum makes the biggest bubble (3.8 cm).

After analysis of each assessment, I planned a lesson to teach the letter ‘z’, which their small phonics group had not yet learnt. Browne suggests that the sounds for each letter should be taught first to underpin the later reading and writing of letters, so I planned for the children to sing the alphabet with visual aids to link the graphemes and phonemes. P17 The Rose Review stated that one characteristic of the best phonics teaching was the adoption of a multi-sensory approach, therefore I think the activity was well chosen in terms of engagement and interaction. However, the alphabet song could have instilled the misconception that the letter ‘z’ is pronounced ‘zed’. Colombini highlights the importance of using a phonetic alphabet to teach letters instead of the names of the letters, as letter names can cause confusion when blending, segmenting and identifying letter names.

We tested three different brands of bubble gum. The three brands are Bubble Yum, Bazooka, and Bubblicious. There were 3 people that blew bubbles for our experiment. My Mom, Dad, and myself were the three bubble blowers. We each read a couple of articles on the best way to blow big bubbles. We then chewed each piece of gum for three minutes before blowing the bubble. We used a ruler to measure the diameter of the bubble in centimeters. Through my research, I believe that the bubble gum with the highest sugar content will blow the biggest bubble.

In the video, Marty, the 1st grade instructor, talks about the extension level book for the 1st graders. His methods includes the different reading methods we went over, phonetic cue reading, true alphabetic reading and orthographic reading. At around 2:30, words written on whiteboard are held up, and the children repeat what their instructor say, the sound of orthographic patterns in the beginning and end of the word to help them pronounce the word. This practice includes the phonetic cue reading and true alphabet reading. This can easily be used for orthographic reading as well. The kids were most likely older for his extension level book to have logographic reading. Marty has focused on inflectional ending, short vowel sounds, e.t.c. The

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The purpose and aims of this report was to stress the effectiveness of providing a multi-sensory method of teaching, in order to produce literate pupils. It is evidenced through the review that some of the multi-sensory activities would be introduced into the classroom to widen children’s vocabulary. Some of the activities recommended are physical movement to translate and copy letters, picture cues, visual auditory and kinaesthetic activities. The use of physical movement can be evidenced dominantly in early years’ settings; some teachers find that children benefit whilst exploring and translating letters through sand, it is particular useful to comprehend the letter formations. The Rose report led to modification amongst teaching of early reading policy in the UK. As previously discussed listening and speaking are vital in the intellectual, social and emotional development of children. To address the performativity of these roles students are acquired to develop a high range of vocabulary in order to listen and pronounce words confidently; Rose maintains the belief that the above skills are the fundamentals of phonics. A prime example would be the building of phonic awareness through guided reading. It has been evident in practice that guided reading supports the development of phonological awareness due to, focusing on unfamiliar words that can be easily broken down through decoding,

There I was at 6 years old in a corner store with my 5 year old partner in crime cousin Alex. We put our bubble gum on the counter and paid for it with the money we took out of my aunt’s purse while she was in the shower. The cashier had asked where our parent was and instantly we lied and told her they were outside waiting for us. As my cousin and I were leaving the store chomping on our bubble gum like the big bad kids we were something froze us in our tracks. It was our aunt screaming our names: “JORDAN???!!!” “ALEX!!??” That’s when we both looked at each other and started sprinting back to my aunt’s house. As we approached her driveway where she was standing that’s when we realized we weren’t as big and bad as we thought. Our facial expression no doubt looked like we were waiting for the scary part to happen in a movie. Our aunt frantically asking where we went and who bought us the bubble gum, I had let my cousin Alex do all the talking. Boy, were we in trouble after she found out we stole her money and walked to the corner store without an adult. We

Fluency in reading and writing involves many steps that can be taught at home or in the classroom; however, when a teacher and/or parent focus is primarily on the preparation of a variety of activities that include practice in one particular area, such as a popular activity called Scoop the Pelican. This activity involves cut-up sentences. Scoop the Pelican is a productive activity for children who are having difficulty learning about letters, sounds, and words. When reading continuous print, children seem to forget what they know. When we test in isolation, most students seem to know letter-sound relationships, phonograms, or high-frequency words; however the reader uses both pauses and intonation to parse sentences into meaningful phrases.

The Chewing Gum Experiment People often wonder if there is something that will improve their concentration and memory. Classical music, quiet, and meditation will all improve your concentration and memory, but chewing gum has also been found to improve focus and concentration. And who doesn’t love to chew gum? What is gum and how long has it been around?

Many people overlook the necessity of daily flossing. Although brushing with fluoride-based toothpaste does prevent cavities, the brush tips sometimes cannot reach certain places of the teeth. There, plaque, a substance that has bacteria growing in it, can grow and cause dental problems that can range from more than a simple cavity. Gum disease, bleeding gums, bad breath, and the like can be the outcomes when one does not floss their teeth. As a result, flossing is highly recommended from many dentists, and it is equally as important to brushing teeth.

Letters are taught with a mnemonic device so your child can remember the shape easily. Groups of letters are taught together, so after just a few lessons your child knows 6-7 letters.

Although chewing gum isn’t an amazing invention I like chewing gum and I wondered who made this wonderful invention. The first chewing gum was called resin made from the sap of spruce trees. The New Englanders settled and found this chewing gum and want to make it more.

Have you ever wondered who invented bubble gum, or why it's pink? How do you go about getting the answers to these questions? Easy. Think way, way back, not to prehistoric times but close, 1928.

What is the problem you are addressing? Students have to learn the names and sounds of the letters in order move on into more advance connections that will lead them into success in reading and writing. Traditional teaching methods in our schools allow students to make the connections between letter prints and phonemes using mostly visual and auditory learning styles. This early reading task is not easy for beginners (Ehri, Deffner & Lee, 1984, p. 880). In order to ease the difficulties young scholars might encounter while learning sound to letter graphic representation, multi sensory teaching

In the first stage, called the Emergent Stage, children are able to convey his/her message by scribbling, drawing shapes, writing mock letters, and/or random strings of letters/numbers. In some cases, one letter represents an entire word or the most salient sound of a word. Some Emergent children confuse letters, numbers, and letter-like forms and substitute letters and sounds that feel and look alike (e.g., the sounds /v/ and /f/, the letters d and b)