Bubblegum Lesson Sequence

Lesson Plan 1
Class:
Date:
Time: Start: _________________________
13 June 2014
3W
Finish: _________________________
Lesson Topic:
Flowchart/Exposition How Bubble gum is made
English
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Have created flowcharts and expositions on how paper is made
Key Learning Area:
Can use language of time sequence such as next, secondly, finally
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
- Plans, composes and reviews a range

of texts that are more demanding in terms
of topic, audience and language EN2-2A
- Uses an increasing range of skills,

strategies and knowledge to fluently read,
view and comprehend a range of texts on
increasingly challenging topics in different
media and technologies EN2-4A
Any safety issues to be considered:

N/A
Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.
By the end of this lesson, the students will:

- Understand the process of how Bubble gum is made
- Workbook, Class Discussion
- Be exposed to a variety of time sequence language
- Class Discussion
- Review digital text and take notes on important stages and

processes
- Workbook, Class Discussion
- Workbook
- Identify and comprehend technical language in digital text
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
How Bubble gum is made video

English Workbooks
Australian Catholic University
2014
LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
Timing
(mins)
Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
Resources and Organisation:
INTRODUCTION
- Be exposed to a variety of time
sequence language
10 mins
T will tell Ss that we will be looking at the process of how

Bubble gum is made
T will ask Ss to think about time sequence language and
suggest time connectives other then next, secondly and
finally. Such include: After this process, At this stage, Not
long after, Meanwhile, To begin with, Finally, Directly
after, Subsequently
T will ask students what they already know about Bubble
gum responses may include shape, colour, etc
Smart board
English book
T will ask Ss to be sitting at their table with their English

book and ready to take notes on a YouTube video
http://www.youtube.com/watch?v=WB3st6SQnsk
http://www.youtube.com/watch?v=OgLcqcvB9pY
T will play this twice and if required a third time
Ss will look closely at the time language, and technically
Smart board
English book
YouTube Vidoe
DEVELOPMENT
- Review digital text and take notes on
important stages and processes
- Identify and comprehend technical
2014
language in digital text
language
Gumbase which is synthetic
Dextrose
Pre-extruder machine
Extruders
20 mins

sequence language
Ss will list each step in their books

The gum base and ingredients (colours, flavouring)
are mixed together in a large machine with rotating
blades
Once ingredients begin mixing glucose syrup is
added which is a sweetener that helps keep the
gum base soft
After this process dextrose is added which is a
powder sweetener
The ingredients are blended for twenty minutes. The
stirring motion builds up heat, which melts
everything together. The mixture is ready when it
reaches the consistency of bread dough.
Directly after he mixture is transferred into Pre
extruder. The machine squeezes the mixture
through a narrow opening like squeezing toothpaste
from a tube. This process transfers the big bulky
mixture into thin manageable strips that can then go
through the extruders.
At this stage the extruders squeeze the mixture
down to the actually width of bubble gum and
meanwhile comes out as one long string.
Not long after the gum goes into a cooling tower for
fifteen minutes to cool.
Subsequently, the gum is ready for the cut and wrap
3
2014

- Understand the process of how Bubble
gum is made
stage which is completed by one machine in a

fraction of a second. The gum cut into bite size
pieces and is wrapped by twisting each end of the
wax paper wrapper.
Finally, the bubble gum moves onto a scale that
automatically weighs out each tub.
Consequently, the tub is sealed with plastic in order
to keep airtight and the product remaining fresh.
T then asks Ss to recall the steps and T writes them on

the board to ensure all Ss follow the process correctly
T ask a variety of Ss to share their notes and technically

language they have written down in their books
Ss write down others ideas if they are missing key words
and concepts
T asks Ss what they know about making bubble gum
now that they have seen the video
T informs Ss that they will be using this information next
lesson to create a flowchart.
CLOSURE
gum is made
10 mins
Smart board
English book
2014
Lesson Plan 2
Class:
Date: 16th June 2014
Time: Start: 9:10
3W
Finish: 10:00
Lesson Topic:
Flowchart and Explanations
English
- Have created flowcharts and expositions on how paper is made
- Can use language of time sequence such as next, secondly, finally
Key Learning Area:
Have viewed the video on How Bubblegum is made

One or two only. Please note the syllabus Behaviours that contribute toward achievement of outcome(s).
Assessment:

- Class discussion, Partner task

- Teacher listening task, Partner task

N/A

- Understand the process of how Bubble gum is made
- Be exposed to a variety of time sequence language and
create sentences using this language
- Review digital text and take notes on important stages and
processes
- Create a flowchart
- Understand the technical language present in visual text
- Student list of processes

- Student Workbook
- Class discussion
Resources:
Smart board
Teacher listening task worksheet
Highlighter
Student English and Journal Workbook
YouTube Video
2014
LESSON SEQUENCE
(What is Taught):
Timing
(mins)

(How it is taught)
INTRODUCTION
-
Ss are asked to get their Journals and English book out

and to sit at their desks
T tells students that we are going to continue with the topic

How bubble gum is made
T reflects on the technical language
T informs students that we will be watching the video again

and will be pausing to take down the steps as we didnt
finish this yesterday
T asks students to recall the steps and ensure it is

recorded in journal
T stops the video at certain times to ensure Ss understand

the correct steps
0:55
1:02
1:11
1:18
5 mins
- Understand the technical language
present in visual text
Smartboard
YouTube video
DEVELOPMENT
10 mins
2014
1:57 build on notes with extra information

2:11
2:23
2:43
3:02
4:09 4:13
4:29

gum is made

gum is made
sequence
language
and
create
sentences using this language
T explains Miss Whites Listening Task
T starts by using her time sequence language which is

used to retell the process of making bubble gum, Ss
highlight the time language used in each sentence
(listening worksheet)
10 mins
Miss Whites Listening Worksheet

Miss Whites Sentences
1. To begin with gum base and colours and flavouring are put
into a mixing bowl. They are mixed together with the help of a
large machine with rotating blades.
2. At this stage the ingredients begin mixing and glucose syrup
is added which is a sweetener that helps keep the gum base
soft.
3. After this process dextrose is added which is a powder
sweetener.
4. At this point the ingredients are blended for twenty minutes.
The stirring motion builds up heat, which melts everything
together. The mixture is ready when it reaches the consistency
of bread dough.
5. Directly after the mixture is transferred into the pre-extruder.
This machine squeezes the mixture through a narrow opening
like squeezing toothpaste from a tube. It is this process that
transfers the big bulky mixture into thin manageable strips that
can then go through the extruder.
6. At this stage the extruder squeezes the mixture down to the
width of bubble gum and comes out as one long string.
2014
7. Not long after the gum goes into a cooling tower for fifteen
minutes to cool.
8. Consequently the gum is ready for the cut and wrap stage,
which is completed by one machine in a fraction of a second.
The gum is cut into bite size pieces and is wrapped twisting
each end of the wax paper wrapper.

sequence
language
and
create
sentences using this language
gum is made
9. Finally, the bubble gum moves onto a scale that

automatically weights out each tub.
10. After this stage, the tub is sealed with a plastic in order to
keep airtight and for the product to remain fresh.
5 mins
T then moves on to explain the partner activity where Ss

are required to use time sequence language to retell parts
of the bubble gum process
Ss then move onto creating their flowcharts

T provides Charlie and Benedict a copy of Miss Whites
listening task sentences to ensure they understand the
process and can look and use the steps she has listed with
their flowchart.
T asks Ss to share some of their work

T asks Ss to share what they have learnt and/or what they
enjoyed
T explains to Ss what their follow lesson will be tomorrow
- Create a flowchart
15 mins
Smartboard
English Book
Miss Whites Sentences x 2
CLOSURE
5 mins
Smartboard
2014
1.
During this stage
Not long after
Finally
2.
Meanwhile
At this stage
At the same time
3.
Direc tly after
Not long after
After a while
4.
After this stage

Meanwhile
Prior to
10.
At this stage
To begin with
At this point
9.
During this stage

Not long after
C onsequently
8.
Miss Whites Listening Task

Meanwhile
After this
To begin with
Whilst
At this point
Prior to
C onsequently
After this process
Soon after
Not long after

Prior to
Immediately after
Finally
During this stage
At this stage
Until then
At this stage
Direc tly after
At this point
After this
Immediately after Meanwhile
Prior to
During this stage
5.
Subsequently
After this process
After this stage
6.
Meanwhile
Not long after
Direc tly after
7.
Until then
Meanwhile
Subsequently
Meanwhile
After this
At this stage
Subsequently
C onsequently
Finally
Until then
In time
Lastly
2014
9
Miss Whites Sentenc es

1. To begin with, gum base, colours and flavouring are put into a mixing bowl.
They are mixed together with the help of a large mac hine with rotating
blades.
2. At this stage, the ingredients begin mixing and glucose syrup is added
which is a sweetener that helps keep the gum base soft.
3. After this process, dextrose is added whic h is a powder sweetener.
4. At this point, the ingredients are blended for twenty minutes. The stirring
motion builds up heat, which melts everything together. The mixture is ready
when it reaches the c onsistenc y of bread dough.
5. Direc tly after, the mixture is transferred into the pre-extruder. This machine
squeezes the mixture through a narrow opening like squeezing toothpaste
from a tube. It is this proc ess that transforms the big bulky mixture into thin
manageable strips that can then go through the extruder.
6. At this stage, the extruder squeezes the mixture down to the width of
bubble gum and comes out as one long string.
7. Not long after, the bubble gum goes into a cooling tower for fifteen minutes
to c ool.
8. C onsequently, the bubble gum is ready for the c ut and wrap stage, whic h
is c ompleted by one mac hine in a fraction of a sec ond. The bubble gum is
cut into bite size pieces and is wrapped by twisting each end of the wrapper.
9. Finally, the bubble gum moves onto a sc ale that automatic ally weights out
each tub.
10. After this stage, the tub is sealed with plastic in order to keep airtight and
for the product to remain fresh.
2014
10
Lesson Plan 3
Class:
Date: 19th June 2014 and 20th June 2014
Time: Start: _________________________
3W
Key Learning Area:
Finish: _________________________
Lesson Topic: Explanation How bubble gum is made
English
- Have been exposed to how bubble gum is made through video, listening task retelling process using time sequence language and partner testing
- Have created flowchart and will refer to this
One or two only. Please note the syllabus

Behaviours that contribute toward achievement of outcome(s).


- Be exposed to a written explanation looking closely at the
stages in the text
- Edit a students work from next door class on How bubble
gum is made looking at time sequence language
- Use technical language in sentences, and employ time
sequence language as they have seen modeled
- Look at their flowcharts to help support their written
explanation
- Devise a plan for their explanation


N/A
Assessment:
- Observation and class discussion

- Class discussion
- Explanations
Resources:
Smart board
Student work sample
11
2014
How volcanoes are made

Planning template for explanation
LESSON SEQUENCE
(What is Taught):
Timing
(mins)

(How it is taught)
T looks closely at the text type Explanation

T explains, statement of phenomenon, explanation
sequence and concluding statement
T asks students to brainstorm time sequence language
Smart board
T looks at How Volcanoes Erupt explanation, shared

reading occurs. Teacher looks closely at time sequence
language that is used and the structure of the text.
Smart board
T looks at a sample of Students explanation on how

bubble gum is made
T asks students how we can improve the text and edits the
piece of writing together
INTRODUCTION
- Look at their flowcharts to help support

their written explanation
10 mins
-
DEVELOPMENT
- Use technical language in sentences,

and employ time sequence language as
they have seen modeled
- Be exposed to a written explanation
looking closely at the stages in the text
- Edit a students work from next door
class on How bubble gum is made
looking at time sequence language
12
2014
- Devise a plan for their explanation

- Look at their flowcharts to help support
their written explanation
Students plan their explanations using template
Students start writing their explanations on How bubble

gum is made, referring to their flowcharts
Planning template
NEXT LESSON:
-
T looks at How a torch works explanation. Shared reading

occurs. Ss and T highlight the explanation sequence and
looks at how we can improve the time sequence language.
Ss continue with How bubble gum is made.
T will ask Ss to come to the floor

Discuss important points of the lesson
Ss will share what they have done and we can discuss
points to improve.
CLOSURE
10 mins
Smartboard
(add further pages as required)
13
2014

Bubblegum Lesson Sequence

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Bubblegum Lesson Sequence

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Lesson Plan 1

Time: Start: _________________________

Can use language of time sequence such as next, secondly, finally

- Plans, composes and reviews a range

- Uses an increasing range of skills,

Any safety issues to be considered:

Indicators of Learning for this lesson:

By the end of this lesson, the students will:

- Workbook, Class Discussion

- Be exposed to a variety of time sequence language

- Review digital text and take notes on important stages and

- Workbook, Class Discussion

How Bubble gum is made video

Teaching Strategies / Learning Experiences:

Resources and Organisation:

T will tell Ss that we will be looking at the process of how

T will ask Ss to be sitting at their table with their English

Australian Catholic University

language in digital text

- Review digital text and take notes on

Australian Catholic University

Ss will list each step in their books

stage which is completed by one machine in a

T then asks Ss to recall the steps and T writes them on

T ask a variety of Ss to share their notes and technically

Australian Catholic University

Date: 16th June 2014

Time: Start: 9:10

Have viewed the video on How Bubblegum is made

- Plans, composes and reviews a range

- Class discussion, Partner task

- Uses an increasing range of skills,

Australian Catholic University

By the end of this lesson, the students will:

- Student list of processes

Teaching Strategies / Learning Experiences:

Resources and Organisation:

Ss are asked to get their Journals and English book out

T tells students that we are going to continue with the topic

T reflects on the technical language

T informs students that we will be watching the video again

T asks students to recall the steps and ensure it is

T stops the video at certain times to ensure Ss understand

Australian Catholic University

1:57 build on notes with extra information

- Understand the process of how Bubble

- Understand the process of how Bubble

T explains Miss Whites Listening Task

T starts by using her time sequence language which is

Miss Whites Listening Worksheet

Australian Catholic University

- Be exposed to a variety of time

9. Finally, the bubble gum moves onto a scale that

T then moves on to explain the partner activity where Ss

Ss then move onto creating their flowcharts

T asks Ss to share some of their work

Australian Catholic University

After this stage

During this stage

Miss Whites Listening Task

Not long after

Miss Whites Sentenc es