Gogue Center Performance Study Guide: "B – The Underwater Bubble Show" by Gogue Performing Arts Center at Auburn University

PERFORMANCE STUDY GUIDE GRADES K—8

B – The Underwater Bubble Show

The Jay and Susie Gogue Performing Arts Center at Auburn University engages audiences across the university, the state of Alabama and beyond with curated arts experiences that inspire, enlighten and unite. Our annual K–12 School Performance Series provides opportunities for students to enjoy exclusive performances by some of the most talented and accomplished artists from around the world. Prior to each K–12 school performance, teachers receive a learning guide containing details about the performance, artist and company, supplemental information about the art form and its history, and grade-appropriate activities designed to spark conversation and exploration in the classroom. To learn more about education and engagement initiatives at the Gogue Center, visit goguecenter.auburn.edu/education. produced by Jay and Susie Gogue Performing Arts Center at Auburn University 910 South College Street Auburn, Alabama 36849 k–12 school performance series contact Andrea Jarmon, D.M.A. Education Coordinator telephone: 334.844.7371 email: gpac_education@auburn.edu

B – The Underwater Bubble Show PERFORMANCE STUDY GUIDE GRADES K—8

The Rainbow Fish Bubble Show B – The Underwater

Table of contents Where will we go?

Going to the Gogue Center ¦ 7 Who Will You See Here? ¦ 7

Identifying Marine Mammals

Understanding Echolocation

Acoustics: The Science of Sound ¦ 9

worksheet: Echolocation

Director Enrico Pezzoli ¦ 10

Why we go to the show

Alabama Bodies of Water ¦ 41

Composer Valdis Zilveris ¦ 10

ACTIVITIES

Costume Designer Elita Patmalniece ¦ 11 About Brinum-X ¦ 11

What to know before the show

worksheet: My Marine Mammal

What Does the Audience Do? ¦ 7

Who to know at the show

Create an Under the Sea Imagination Jar

About the Performance ¦ 12

Identifying the Rivers of Alabama

What to do after the show

ACTIVITIES

The Science of Soap ¦ 17

activity: Mermaid Tales

The Science of Bubbles ¦ 17

activity: Sea Stories

Bubble Demonstration ¦ 18

activity: Sign Me a Story Adventure

Marine Mammals ¦ 20

activity: Eight Things About Sharks worksheet: My Trip to the Gogue Center

ACTIVITIES Creating Primary Color Bubble Art

Creating Chalk Bubble Drawings

Creating Painted Bubble Art

Experimenting with Bubbles

worksheet: Bubble-ology

Understanding Bubble Life & Temperature

Exploring the Science of Soap

worksheet: Science of Soap Investigation Plan

Online resources

The Jay and Susie Gogue Performing Arts Center at Auburn University

Where will we go?

What Does the Audience Do? Alabama Course of Study  GMu3–5.15  GMu6–8.14

GOING TO THE GOGUE CENTER The Jay and Susie Gogue Performing Arts Center, otherwise known as the Gogue Center, is located on the campus of Auburn University in Auburn, Alabama. The Gogue Center houses the 1,200-seat Woltosz Theatre. The theatre was built with exceptional acoustics so that it is possible to hear well from every seat.

National Standards  MU:Pr6.1.3–8b

The audience is an important part of the performance. Without the audience, who would watch the performers? Who would clap and sing along and appreciate what the artists bring to the stage? When you are a member of an audience at the theatre, there are a few things to know about what to do and what not to do.

WHO WILL YOU SEE HERE? Ushers These are the people who will greet your bus, lead your class into the building and help you find your seat. Be sure to say “hello!”

Sit in your seat and look around, but please keep your feet toward the ground.

Stage Crew These are the people who work backstage, so you won’t see them in the lobby, but you might see them before or after the performance, and sometimes, they even come on stage during the performance to move things.

Listen and watch, but do not talk.

Lighting & Sound Operators These are the people who control the lighting and the sound for the performance. You may see them in the middle of the auditorium at the big sound board or in the back of the auditorium in the booth. Sometimes, the spotlight operators are in the back way above your head. Performers These are the people on the stage who may be dancers, musicians, singers, actors or acrobats. It is their job to communicate using their bodies, instruments and voices. Audience Members This includes you, your classmates, and other students and teachers from around the state of Alabama and maybe even Georgia.

Have a camera or phone? Please turn it off.

The performers will take to the stage, and we know they will engage. You can laugh, you can sing, you can get up and dance, but just make sure that you give them all a chance! VO! B RA

NK THA U! YO

When the song is done, or the show comes to an end, make sure that you give the performers a hand! Applause is the way that we can say thank you for all that they did today!

Walter Stanley and Virginia Katharyne Evans Woltosz Theatre

Acoustics: The Science of Sound Alabama Course of Study Standards  SC1.1 National Standards  NS.K–4.1  NS.5–8.2

Acoustics is the study of sound and how that sound reacts in spaces, particularly rooms and buildings. What is sound? Sound is vibration. That vibration travels through the air and into our ears where we hear it. Vibration begins through movement—for example, strumming a guitar string. That vibration creates a sound wave. In a theatre or concert hall, acoustics are important so that everyone can hear the performers. There are two ways that acoustics are controlled. The first, reverberation, is controlling how sound waves bounce off surfaces, like walls and floors. Hard surfaces cause more reverberation and make spaces louder. The second way, absorption, is the opposite of reverberation. Soft surfaces absorb sound waves and make rooms quieter. Let’s see if we can figure out which of these materials cause reverberation and which cause absorption of sound: • • • • • •

Tile Carpet Marble Curtains Cushions Wood

The controlling of reverberation and absorption of sound waves is how acoustics are controlled in the Woltosz Theatre.

Who to know at the show DIRECTOR ENRICO PEZZOLI

COMPOSER VALDIS ZILVERIS

Pezzoli is an actor and theatre director with a background in the history of drama and theatre, as well as in acting and directing theatre performances. Additionally, he is a professional magician, an art that he began studying at the age of 8 and has performed since 1990.

Zilveris received his early music education in the accordion class at the Gulbene School of Music and by studying music theory at the Ventspils Music School. He studied composition with Pauls Dambis at the Latvian State Conservatory (LSC, now the Jazeps Vitols Latvian Academy of Music), graduating with honors in 1987. He has worked with Krzysztof Penderecki to supplement his knowledge of compositional technique, and added to his skills in electronic, electroacoustic and computer music at Utrechts Conservatorium, Southern Illinois University and the Royal Conservatory in The Hague, working here under Karlheinz Stockhausen. His work as répétiteur and accompanist while studying at the LSC’s theatre department encouraged him to compose music for theatre performances. He has been musical director of the Latvian National Theatre since 1995 and has a long working relationship with the ensemble Altera Veritas and the choirs Skali and Vaiva.

In 1989, Pezzoli began studying theatre and drama and has worked with some of the most important Italian actors including Antonio Fava, Anna Bolens and Eugenio Allegri. He specialized in medieval theater and Commedia dell’Arte. In 1995, Pezzoli earned a bachelor’s degree at the University of Bologna School of Drama and Music and subsequently started to work as a director. In the same year, he formed a private theatre company, Terra di Nessuno, that ran until 1997. During his years as an actor and director, Pezzoli performed several times as a clown and comedy actor, often mixing in his knowledge of magic, the art that he never forgot. When he moved to Latvia in 1997, he started to direct stage performances and worked as a special effects adviser for television and stage events. Additionally, Pezzoli started to explore, together with Dace Pecoli, a new form of art—soap bubbles. In the 90s, only a few people were working with this new form of entertainment and Pezzoli and Pecoli were the first pioneers. They became so well-known for their work that they were called to organize and perform in a segment of the closing ceremonies of the 2014 Winter Olympics in Sochi, “All About Bubbles.”

Enrico Pezzoli

Meet the Cast & Crew Music for the theatre is an essential part of Zilveris’ work. He received Latvia’s Annual Theatre Award as best theatre music composer of 1997 for his melodic, rhythmically striking, clear and easily perceptible works. He has composed works in various genres and was one of the first in Latvia to write electroacoustic and electronic music. His works have been performed at arts festivals in Denmark and England and at the Franz Schubert Festival in Vienna. COSTUME DESIGNER ELITA PATMALNIECE Patmalniece is a Latvian artist who was born in 1964. She studied fashion design (B.A., 1998) and painting (M.A., 2000) at the Art Academy of Latvia. Numerous key galleries and museums such as Putti Art Gallery have featured Patmalniece's work, and it has been offered at auction multiple times. Patmalniece has designed costumes for Kamer (choir) and Moon opera show, 2012; television shows and concerts, 2008–2011; Snow White and The Seven Dwarves (ballet), Latvian National Opera, Riga, 2005; Die Fledermaus (operetta), Latvian National Opera, Riga, 2002; advertisements in shop windows, 2000– 2002; singer Renars Kaupers and entertainer Baiba Sipeniece, since 1992. ABOUT BRINUM–X

bubble artists Enrico Pezzoli Dace Pecoli contortionist Valerijs Komisarenko mime Peteris Rimss sand artist Dace Pecoli dancers / acrobatics Jekaterina Kornuzova Alina Kesane stage character / assistant Zigurds Ržišcevs backstage assistants Babris Rudolfs Viduss Maris lighting engineers Raimonds Leikums Rainers Kornhubers

Brinum-X is a Latvian production company with more than 20 years of experience in the entertainment business across the globe. B – The Underwater Bubble Show is the first bubble show that gives meaning and new dimensions to the art of soap bubbles, bringing it to an unsurpassed level.

What to know before the show ABOUT THE PERFORMANCE B – The Underwater Bubble Show was created to tour the world for adults and children without barriers, especially language. Inspired by Cirque du Soleil, the show is rich in elements of theatre that work without speech, including mime, puppetry, physical comedy, sand painting and state-of-the-art special effects. Kindled from childhood classics like Alice in Wonderland, The Little Mermaid and Peter Pan, this show is a modern fairy tale with one major twist—each classic tale represents the journey of a child who grows up and learns something. Mr. B is an average office worker who feels pressed by a thousand things to do in a world that seems too fast. When he discovers a little aquarium that appears like magic inside his briefcase, he becomes enchanted by the wondrous underwater world full of seahorses, dragon fish, starfish, mermaids and lots of bubbles! It is a mystical place where he can sit back, relax, daydream and enjoy life while experiencing a juggler in a huge plastic ball and dancers and acrobats playing as small colorful fish. Mr. B is performed by a skillful mime exaggerating his transformation from stressedout worker to blissed-out wonder. The latest laser technologies, massive LED screens, snow cannons, soap bubble tornadoes, theatrical fog, gigantic smoke rings, smokefilled soap bubble machines, optical illusions and many other surprises enrich the show. These elements make for a truly immersive “underwater” experience. Adding to that technology are the talents of Enrico Pezzoli and Dace Pecoli, two of the foremost bubble artists in the world. The pair have collaborated on countless projects since joining forces in 1998, including the opening ceremonies of the 2014 Olympics in Sochi.

B is a visual, musical, emotional and lavish show that transports audiences to an imaginary underwater world with a real feeling of being submersed in the ocean deep.

learn more Click here to learn more about B – The Underwater Bubble Show.

take a look Click here for a preview of B – The Underwater Bubble Show.

B – The Underwater Bubble Show

Vocabulary Bubbles Air wrapped in a liquid. For this show, the artists sometimes use bubbles made from soap and water. Evaporate To turn from liquid to vapor; to dry up. Glycerin A sweet, syrupy liquid obtained from animal fats and oils or by the fermentation of glucose. It is used as a solvent and can be made into sweeteners, antifreeze, explosives and soaps. When added to soapy water, it can make bubbles stronger. Marine Pertaining to or inhabiting the sea, ocean or other body of salt water. Oceanography The scientific study of the world’s oceans. SCUBA A device that lets a diver breathe air while underwater (SCUBA stands for Self-Contained Underwater Breathing Apparatus). Sea A subdivision of the ocean, a smaller and shallower body of water than the ocean; often semi-enclosed or marginally between land and the ocean. Shellfish An aquatic animal with a shell; includes mollusks and crustaceans.

THE SCIENCE OF SOAP

THE SCIENCE OF BUBBLES

Soap is a type of surfactant. A surfactant is a chemical compound that can decrease the surface tension between a liquid and other types of matter, like gases, solids or other liquids. Soap contains large molecules that look a bit like tadpoles and consist of two basic parts—the hydrophilic head and the hydrophobic tail. That means that the head is seeking water while the tail is trying to avoid it. Soap is structurally very similar to oil and thus is soluble in oil, unlike water.

A bubble is just air wrapped in soap film. Soap film is made from soap and water (or other liquids). The outside and inside surfaces of a bubble consist of soap molecules. A thin layer of water lies between the two layers of soap molecules, sort of like a water sandwich where soap molecules act as the bread. They work together to hold air inside.

The water-fearing and water-loving properties of soap are essential to how it works. When used for cleaning, soap works by making the oil or dirt mix with water, which can then be separated from the surface being cleaned and washed off. Germs stick to the oil and grease on our hands. Washing your hands with water alone will not remove many of the germs because water and oil do not mix. When you wash your hands with soap, the soap molecules act as a negotiator between the water and oil. It binds with both at the same time. When you rinse everything off, the soap carries away the germs with the water. This means that soap does not actually kill germs on our hands, but instead removes them.

Note that when it’s cold, those molecules take longer to leave. If you blow a bubble on a calm winter day, a bubble can even freeze and last for several minutes before it wisps away. Also, the colder the outside temperature is, the higher a bubble might fly. That’s because the warm air from your breath is lighter than cold air. There is a lot more to know about bubbles. Hopefully our amazing bubble demonstration outlined on the following spread will get your students interested in learning more about the science of bubbles!

Doctors and scientists tell us that the best way to protect ourselves and others against the spread of germs and infections is to wash our hands with soap and water. It is important to work up a lather because that is what helps lift the dirt and oil from our skin.

BUBBLE DEMONSTRATION

•

Create a bubble that stretches out using a large wand (you can make this from a piece of wire). Whoosh it through the air so that the bubble follows and grows behind it. Then, with a flourish, let the bubble go. Give students a chance to note what happens before it pops. (Why is a bubble round? Bubbles can stretch and become all kinds of crazy looking shapes, but if you seal a bubble, the tension in the bubble skin shrinks to the smallest possible shape for the volume of air it contains.)

•

Blow several bubbles and have students blow and fan them to keep them from landing. The object here is to watch them pop without obvious interference. (Why do bubbles pop? Other than being poked or landing on something sharp, bubbles pop when the water between the soap film surfaces evaporates.)

•

Blow more bubbles and ask students to study them close-up. What do they see? Is a bubble actually transparent, or do bubbles have colors? Can students see their faces in the bubbles? (A bubble gets its color from light waves reflecting between the soap film’s outer and inner surfaces. The distance between the layers gets smaller as the water evaporates, making the colors change. Bubbles can also reflect what’s around them, such as the faces peering at them.)

•

Blow several bubbles with a straw so that you have three of them stuck together—this might take practice! (Why do bubbles stick together? Since a bubble tends to minimize its surface area, bubbles will join together to share one common wall. Three bubbles will meet at the center, always at an angle of 120 degrees.)

•

This next part is not as easy to set up but is a very cool experiment. Use two sheets of clear plastic that are about a half-inch apart. You could put one sheet on a table and prop up the second with thin blocks. Soak the sheets in a bubble solution, place them and then blow bubbles between them.

•

Set the lid of the bubble container on a table and fill it with bubble solution. Dip a straw into the container so it is moistened by the solution and blow a bubble on the lid. Then draw out the straw. Magic! Next, dip the pointed ends of a pair of scissors in the solution. Poke them through the wall of your bubble. (Why doesn’t the bubble pop? A bubble just wraps itself around anything that is wet, filling in the hole that would have been made.) Let the students try poking other stuff that has been moistened in the solution, even their fingers. You can then poke your straw back inside the bubble and blow another bubble. By now, you should be pretty amazing in their minds!

How to Make Awesome Bubbles Making a fun-to-use bubble solution of your very own is easy. Just follow the super-simple recipe below. ingredients 1 cup liquid dish soap like Joy or Dawn (not “Ultra”)

Interesting Bubble Facts The Pear Soap Company in England was responsible for the 19th century popularization of both soap and bubble blowing by altering a famous painting of a boy blowing bubbles to include a bar of its soap. Bubble toys were largely limited to bubble pipes until the middle of the 20th century. In the vacuum of space, a bubble wouldn’t be able to form due to the lack of exterior air pressure to counteract the pressure from inside the bubble. A bubble gets its color from light waves reflecting between the soap film’s outer and inner surfaces. The distance between the layers gets smaller as the water evaporates, making the colors change. Bubbles can reflect what’s around them, including any faces peering at them. Like all water, a bubble will freeze below 32 degrees Fahrenheit, but they tend to burst after a few seconds.

6 cups distilled water inside a clean container with a lid

Foam forms when many bubbles join together.

1 tablespoon glycerin or 1/4 cup light corn syrup

Bubbles can stretch and become all kinds of crazy looking shapes. The bubble always shrinks into a round shape because spheres have the smallest surface area for the amount of volume.

Pour the dish soap into the water and mix it without letting bubbles form (that’s for later!). Put the glycerin or corn syrup into the mix and stir. You can use it right away, but some bubble-lovers recommend covering the bubble mix and letting it sit overnight.

Bubbles pop when the water between the soap film surfaces evaporates.

MARINE MAMMALS Mammals are animals that have backbones, fur or hair, produce milk for their young, and are considered warm-blooded. There are many types of mammals—for example, rabbits, hedgehogs, monkeys, pigs, cats, dogs and even human beings. Though most mammals live on land, some live in water. Mammals who depend almost entirely on the sea for their survival are called marine mammals. These sea mammals include whales, seals, manatees, sea otters and polar bears. Mammals have lungs, not gills, so marine mammals must get their oxygen through the air, but, over time, their bodies have evolved to better suit their aquatic lifestyles.

Sea otters (below) are fully aquatic marine mammals as well, but they belong to the same family as the weasel, badger and mink, all of which are terrestrial mammals. Sea otters maintain a very thick layer of hair to protect them from the colder waters of their environment. An interesting fact about sea otters is that they use rocks to dislodge prey and open shells. This makes them one of the few mammal species, including humans, to use tools. Sea otters eat mostly sea urchins, mollusks like snails, and crustaceans like shrimp. While they are one of the largest members of their particular mammal family, they are one of the smallest marine mammals.

Cetaceans are fully aquatic marine mammals, meaning they live in the water all the time. This group includes dolphins (right), whales and porpoises. Scientists have found genetic evidence that these animals share a common ancestor with land-dwelling mammals but have evolved over time to be better suited to living in water. For example, their front limbs have evolved into flippers. Additionally, cetaceans are almost hairless and instead regulate their body temperature through a thick layer of blubber. Since they have lungs, cetaceans must breach the water’s surface to breathe. However, they can stay underwater for long periods of time because of two adaptations: their eyes, which can secrete special tears that protect them from salt water and have spherically shaped lenses that allow them to better focus the minimal light under the water; and their hearing, which allows them to use echolocation. In echolocation, cetaceans make a sound and listen for the echoes that return. That information can be interpreted to determine the size, shape, distance and movement of an object in the water, allowing cetaceans to locate prey as well as protect themselves from predators.

Another fully aquatic marine mammal is the manatee, otherwise known as the sea cow. Manatees are herbivores, meaning they predominately eat plants. This differs from most marine mammals, who are carnivores. Manatees live in both salt and freshwater, but remain in warmer climates like the Caribbean, Gulf of Mexico, Amazon basin and West Africa. Manatees are known for being slow moving and very curious. A manatee can weigh up to 1,200 pounds!

Sea otter Enhydra lutris

Atlantic bottlenose dolphin Tursiops truncatus

Walrus Odobenus rosmarus

Fun Ocean Facts There are also marine mammals that are considered semi-aquatic. In other words, they spend most of their time in the water, but they do return to land, particularly for breeding. Members of the semiaquatic group include seals, sea lions and walruses. These animals will live closer to shorelines rather than open water. They are carnivores, eating mostly fish and marine invertebrates, though some seals do prey upon larger vertebrates, like penguins. Seals and sea lions are covered in fur to help keep them warm in the water. Walruses (left) have a thick layer of blubber. These semi-aquatic animals have long whiskers as well as eyesight and hearing adapted for both in and out of the water. Polar bears (below) are mostly found in the Arctic Circle. Though they are born on land, they spend most of their lives on sea ice. Sea ice is frozen sea water. Because it is less dense than the water, it floats. This dependence on sea ice is why polar bears are classified as marine mammals. Their bodies are well-adapted for life on snow, ice and open Arctic waters. They have a thick layer of fat as well as thick fur. They are, however, the only marine mammal that has feet. This allows them to cover longer distances on land. Polar bears are carnivores and primarily eat seals, which they hunt from the sea ice.

Nearly three-quarters of the world and 99 percent of the living space on this planet is made of water. About 70 percent of the oxygen that humans breathe comes from the planet’s oceans. Starfish are not actually fish at all! They do not have gills, scales or fins like fish do. They move across the sea floor with hundreds of little “legs,” similar to millipedes. The Mariana Trench descends to 36,070 feet below the ocean’s surface. To compare, the peak of Mt. Everest is only 29,029 feet above sea level. Since the architecture and chemistry of coral are very close to human bone, coral has been used for bone grafts, helping human bones to heal quickly and cleanly. Green turtles can migrate more than 1,400 miles to lay their eggs.

Polar bear Ursus maritimus

CREATING PRIMARY COLOR BUBBLE ART

Grades K–2

Alabama Course of Study Standards  AE17.VA.K.1  AE17.VA.1.1  AE17.VA.1.6A  AE17.VA.2.2  AE17.VA.2.3  AE17.VA.2.6C  AE17.VA.2.6B National Standards  NA–VA.K–4.1  NA–VA.K–4.6

OBJECTIVE

PROCEDURE

By completing this activity, students will:

To complete this activity, follow these steps:

•

Identify primary and secondary colors

MATERIALS For this activity, you will need the following items: • • • • • •

White paper Water Dishwashing soap Red, yellow and blue food coloring Plastic cups Straws

In three separate plastic cups, add some dishwashing soap, one of the food colorings, and a little bit of water. It is important not to use too much water. Stir up the liquid in each cup with a separate straw. (This can be done in advance or students can do it themselves.)

2. Using the straw, blow bubbles into the cup until they rise to the top.

3. Place your white paper across the top of the cup allowing it to capture the bubbles onto its surface.

4. Turn it over and let the bubbles dry on the page. 5. Repeat the process with the different colors until the student is satisfied with their artwork.

6. Use the finished art pieces to look at the secondary colors that were created when the primary colors overlapped.

take a look Click here for a video demonstration of this project.

Share your students' colorful creations with us. We'd love to see the masterpieces your talented students create. Send us a photo of their drawings and collages. Be sure to include each student's name, age, grade and school with your submission. You can send all images to the Gogue Center via email at gpac_education@auburn.edu.

CREATING CHALK BUBBLE DRAWINGS

Grades 3–5

Alabama Course of Study Standards  AE17.VA.3.1  AE17.VA.4.3 National Standards  NA–VA.K-4.1  NA–VA.K-4.6  NA–VA.5-8.1

OBJECTIVE By completing this activity, students will: •

Create a work of art.

•

Understand the difference between two-dimensional and three-dimensional art.

MATERIALS For this activity, you will need the following items: • • • •

Black construction paper Chalk pastels Variety of circular objects of different sizes Wet wipes

PROCEDURE To complete this activity, follow these steps:

Choose a circular object to trace on your paper with the color chalk of your choice.

2. Draw a variety of circles in a variety of colors on your paper, but do not overlap circles.

3. Once you have traced all your circles, use your finger to

blend the chalk into the paper to make the circles look like three-dimensional bubbles. •

Start with the lightest color.

•

Blend from the inside into the center.

•

Clean your fingers between colors if you are concerned that the colors will get muddled.

4. Once all your circles are blended, clean off your fingertips with a wipe and allow them to dry before the next step.

5. Take a piece of white chalk and add a curved white line in each circle to help it look more like a bubble.

6. Smear each white line with your finger as well.

take a look Click here for a video demonstration of this project.

CREATING PAINTED BUBBLE ART

Grades 6–8

Alabama Course of Study Standards  AE17.VA.6.3,  AE17.VA.7.3 National Standards  NA–VA.5–8.1  NA–VA.5–8.2  NA–VA.5–8.3

OBJECTIVE By completing this activity, students will: •

Use various materials, methods and techniques to create a work of art.

MATERIALS For this activity, you will need the following items: • • • • • •

Black paper A variety of differently sized circular objects that can be used as bubble templates (lids, for example) White acrylic paint Other colors of paint Paint brushes White paint pens with variously sized tips

PROCEDURE To complete this activity, follow these steps:

Students should dip their circles/lids into white acrylic paint and press them into their paper to create variously sized circles that can be turned into bubbles.

2. Using their paintbrushes and various colors, students will create the various colors of light seen in the surface of a bubble (e.g., pink, blue, yellow, etc.).

3. Students should use their white paint to create depth and different light reflections.

4. Students can use white paint pens to give their bubbles even more depth and sparkle.

5. Ask students to work for capturing both the dimension and light seen in real bubbles.

take a look Click here for a video demonstration of this project.

EXPERIMENTING WITH BUBBLES Alabama Course of Study Standards  MA19.K.16  MA19.K.17  MA19.K.21  MA19.1.16  MA19.3.19  SC15.5.4 National Standards  NS.K–4.1  NS.K–4.2  NS.5–8.1  NS.5–8.2

OBJECTIVE

6. Observe how well each solution performs in the three

By completing this activity, students will:

different tests.

•

experiment observations

• • •

Form a hypothesis that they will test through scientific inquiry. Conduct scientific inquiries to determine which bubble solution makes the best bubbles. Record dates collected through counting, measuring and timing bubbles during the experiment. Measure liquid volumes while creating the solutions.

MATERIALS For this activity, you will need the following items: • • • • • •

Store-bought bubbles Water Dish soap Corn syrup (Note: you can make the bubbles from the recipe above using only 1/2 of the corn syrup.) 3 paper cups "Bubble-ology" worksheet

•

How many bubbles are produced with a single blow?

•

How big of a bubble can be made with a single blow?

•

How long can a single bubble exist without popping?

Have students record their findings on the handout.

8. Discuss the findings and decide which solution performed the best.

9. Check the bottom of the cups to reveal which solution was the best.

10. Review the students’ hypotheses and discuss how the results proved or disproved them.

PROCEDURE To complete this activity, follow these steps:

Make the bubble solutions. bubble solution •

Fill a large bowl with 6 cups of water.

•

Add 1 cup of dish soap and stir gently.

•

Pour 1/2 of the dish soap solution into a second bowl.

•

Add 1/8 of a cup of corn syrup to one bowl and stir.

2. Label the bottom of each paper cup “store-bought,” “dish soap” or “corn syrup.”

3. Label the side of each cup “1,” “2” or “3.”

Don't Forget ...

4. Fill each cup with the correct solution.

Be sure to rinse off the bubble wand before moving between solutions or provide a separate bubble wand for each solution.

5. Have students form a hypothesis for each of the three

tests that will be performed (i.e., Which solution do they think will perform the best? Will it differ for different tests?).

Date

Name

Bubble-ology Use this worksheet to record your bubble experiment findings.



Store-bought



Number of Bubbles?

solution

Dish Soap How Big?

 How Long?

Corn Syrup Rank

UNDERSTANDING BUBBLE LIFE & TEMPERATURE Alabama Course of Study Standards  MA19.K.15  MA19.1.16  MA19.2.16  MA19.3.16  MA19.4.20  MA19.5.2  MA196.24  SC15.2.4  SC15.3.3  SC15.5.2 National Standards  NS.K–4.1  NS.K–4.2  NS.5–8.1  NS.5–8.2

OBJECTIVE

By completing this activity, students will:

8. Add up the times for how long the bubbles lasted and

•

Determine if temperature affects how long bubbles last before they pop.

•

Establish a hypothesis (e.g., the lifespan of a bubble is not affected by temperature). Remember that a hypothesis cannot be scientifically proven, only disproven.

Repeat the experiment three times. divide that number by how many times you did the experiment. This will give you an average time for how long it took the bubbles to pop.

9. For older students: Graph the data. The y-axis should

be the length of time your bubbles lasted (probably in seconds). The x-axis will show increasing temperature in degrees.

MATERIALS For this activity, you will need the following items: • • • • •

Identical clear jars, preferably with lids (baby food jars work well) Bubble solution (dish soap) Measuring spoons Thermometer Stopwatch or clock that counts seconds

suggested discussion questions •

Were the students' hypotheses accepted or rejected? Can they propose an explanation for the outcome?

•

Do they think they would get the same results if the bubble solution was made with a different brand, or a different ratio of soap to water?

•

Most liquids will form bubbles if shaken. Do the students think the same results would be achieved with other liquids?

•

What effect do they think temperature and/or humidity had on the outcome of the experiment?

•

Can the students name some examples of foam and bubbles they encounter in everyday life? Does it matter how long the bubbles last?

•

Do they think there are any practical applications for this experiment? For example, do they think dishwashing liquid would still work after all the bubbles pop?

PROCEDURE To complete this activity, follow these steps:

Use a thermometer to find locations that are different temperatures from each other. Alternatively, you can prepare water baths for your jars by filling bowls with hot water, cold water and ice water. Keep the jars in the different bowls.

2. Label each jar by temperature, or the bowl in which you are placing it.

3. Add the same amount of bubble solution to each jar. The

amount used will depend on the size of the jar. Use enough solution to completely wet the inside of the jar and form as many bubbles as possible while still having liquid at the bottom.

4. Construct a table or chart for each jar. Record the

temperature for each and how long the bubbles lasted.

5. Place the jars in the different temperature locations or water bowls. Give the liquid time to reach that temperature.

6. Shake each jar individually for the same length of time.

Record the temperature and the total time it took for the bubbles to pop.

Up, Up and Away Did you know the colder the surrounding air temperature is, the higher a bubble made from your breath might fly? This is because the warm air from your breath is lighter and less dense than cold air. The same effect can be seen with a hot air balloon. The warm air inside the balloon makes it buoyant.

EXPLORING THE SCIENCE OF SOAP Alabama Course of Study Standards  HE19.K.1.1  HE19.K.1.5  HE19.1.1.1  HE19.1.1.5  HE191.7.1  HE19.2.1.4  HE19.2.7.1  HE19.3.1.1  HE19.3.1.4  HE19.4.1.4  HE19.5.1.4  MA19.6.21  SC15.2.2  SC15.5.4 National Standards  NPH–H.K–4.3  NPH–H.5–8.1  NPH–H.5–8.3  NS.K–4.1  NS.K–4.6  NS.5–8.1  NS.5–8.6

OBJECTIVE

PROCEDURE

By completing this activity, students will:

To complete this activity, follow these steps:

•

Explain why soap is necessary for getting rid of germs.

•

Part One

Conduct an investigation to determine the effect of agitation on soap.

•

Establish a hypothesis about the effect of agitation on stain removal.

MATERIALS

2. Fill a large bowl 3⁄4 of the way with water. Add a couple of

sprinkles of black pepper. You want enough pepper to be visible along the top of the water, but not so much that you can’t see the water. Add a couple drops of dishwashing liquid to the water using a dropper and have students observe how the “germs” run away from the soap and cling to the side of the bowl. You might like to have students conduct this activity in pairs or small groups. Ask them to discuss what they observed and hypothesize why they think it happened.

For this activity, you will need the following items: • • • • • • • • • • • • • • •

Black pepper Large bowl Water Dropper Dishwashing liquid Glitter Oil A container large enough to fit both hands inside Tub of water Buckets or tubs, 1 per student Small strips of material, all the same size A suitable stain (mud, food) Cold-water laundry detergent Teaspoon Paper or masking tape for making labels

Ask students to identify different ways they can keep their bodies clean, such as handwashing, showering or brushing teeth. Discuss which of these strategies relate to preventing the spread of viruses and bacteria.

Part Two

Fill a container with oil. Be sure to use a container that is large enough to fit both of your hands.

2. Add a couple tablespoons of glitter to the oil, place your

hands in the oil and mix the two together. Make sure you rub lots of the glitter into your hands.

3. Attempt to wash your hands in the tub of water without soap. What do you notice about your hands?

4. Use soap to wash your hands for at least 20 seconds, then rinse with the water. Are there any “germs” left?

Part Three

Explain to students that they are going to investigate whether the best way to remove a stain from a piece of material is through agitation or no agitation. Make sure they understand what agitation means (i.e., the action of briskly stirring or beating something). Elicit ideas from students about how they could investigate this question.

2. Using the planning template, have students identify

what variables need to be changed and what variables need to be kept the same. Have students carry out the investigation in pairs. You can tweak how teacher-led or student-led the investigation can be.

3. Ask students to put a small amount of tomato sauce

or equivalent stain on each strip of material, using the back of a teaspoon to rub the stain in (you can leave the stain in for 24 hours before the investigation to obtain better results. You can also stain the material yourself, in advance). They will need three strips.

4. Have students add the same amount of cold water and

laundry detergent to each of the two buckets and stir this in using a teaspoon. Emphasize how everything needs to be kept the same, including the amount of time the soapy water is stirred, to ensure a fair investigation.

5. Have students label one bucket as “agitated” and the other as “non-agitated.” You will also need one stained material set aside for the control, to compare with the washed strips at the end of the experiment. For the “non-agitated” bucket, have one student in each pair place the strip of material in the soapy water. At the same time, the other student should dip the material in and out of the “agitated” tub. You could ask each student pair to identify how long the material should be washed in the buckets, but make sure to specify this as a variable prior to conducting the investigation.

6. Have students remove the strips of material at the

same time and place on labeled paper. As a whole class, compare the agitated and non-agitated strips to the original stain (control). Discuss which methods of cleaning produced the cleanest strip of material and why this might be. Have students record their observations and look back to their original predictions on the planning sheet.

Date

Name

Science of Soap Investigation Plan Use this worksheet to help document your soap experiment.

We are investigating:

What variables can we change?

What variables could we measure?

We will change:

We will measure:

our question is ... Think about including your change and measure in this.

We will keep these variables the same:

We predict:

CREATING AN UNDER THE SEA IMAGINATION JAR Alabama Course of Study Standards  AE17.VA.K.1  AE17.VA.1.2  AE17.VA.1.3  AE17.VA.2.3  AE17.VA.3.1  AE17.VA.4.5  SC15.K.5  SC15.2.9 National Standards  NS.K–4.3  NS.5–8.3  NA-VA.K–4.1

OBJECTIVE By completing this activity, students will:

EXTENSION

•

Construct a model of an underwater habitat.

•

Create three-dimensional works of art.

Alabama Course of Study Standards

•

Follow a sequence of steps to create original works of art inspired by subjects that are real and imaginary.

 ELA21.1.4  ELA21.1.34  ELA21.2.3  ELA21.2.40  ELA21.4.35  ELA21.5.34

MATERIALS For this activity, you will need the following items: • • • • • • • •

Mason jars, baby food jars or wide-mouthed plastic bottles Blue food coloring Filtered water (tap water tends to give a cloudier look, but is fine to use) Ocean-themed plastic figurines (plants, rocks, fish, etc.) Marbles, rocks or pebbles Blue and white glitter (optional) Glycerin (optional—makes the glitter move more slowly when jar is shaken) Glue (hot glue guns work best, any glue is fine)

PROCEDURE To complete this activity, follow these steps:

Prior to beginning the activity, mix up the blue water. Start with fewer drops—if it is too dark, it will be hard to see anything contained inside the solution.

2. Have students place the marbles or rocks and any plants they want to use into the bottoms of their jars.

3. 4. 5. 6.

Add the blue water to the jars and allow it to settle. Allow students to add their desired amount of glitter.

Have students write or tell a story about their magical underwater place. Who visits? What happens there? Are there secrets? Students should begin the assignment by creating an outline with the following details: •

Who

•

What

•

When

•

Where

•

How

•

Why

Older students may expand on this. Have students share their stories in small groups or together as a class.

2. Have students keep a diary of what happens in their underwater world for one week. At the end of the week, have them assemble the adventures into the story based on the outline above.

If using glycerin, add a few drops to the water. Have students add their ocean creatures by dropping them in.

7. Add a ring of hot glue to each lid and screw them on. 8. After the lids have dried, students should be able to shake up their jars like underwater snow globes.

9. While waiting for the lids to dry, discuss with students

what would be needed to create a natural habitat for the plants and ocean creatures in their jars.

IDENTIFYING MARINE MAMMALS Alabama Course of Study Standards  ELA21.1.1  ELA21.1.4  ELA21.1.11  ELA21.1.33  ELA21.2.1  ELA21.2.15  ELA21.2.44  ELA21.3.1  ELA21.3.13  ELA21.3.38  ELA21.4.13  ELA21.4.14  ELA21.4.30  ELA21.4.32  ELA21.4.33  ELA21.5.7  ELA21.5.8  ELA21.5.9  ELA21.5.14  ELA21.5.15  ELA21.5.16  ELA21.6.7  ELA21.6.24  ELA21.6.25  ELA21.6.26  ELA21.7.23  ELA21.7.26  ELA21.7.27  ELA21.7.28  ELA21.8.22  ELA21.8.25  ELA21.8.27  SC15.K.3  SC15.2.7  SC15.3.5 National Standards  NS.K–4.1  NS.K–4.3  NS.5–8.1  NS.5–8.3  NL–ENG.K–12.7  NL–ENG.K–12.8  NL–ENG.K–12.12

OBJECTIVE

PROCEDURE

By completing this activity, students will:

To complete this activity, follow these steps:

•

Conduct research on an assigned marine mammal (either individually or in small groups).

•

Complete a Frayer model workskeet about their assigned marine mammal.

•

Write a paragraph summarizing what they have learned.

•

Present their findings to the class.

2. Pass out the worksheet. 3. Allow students time to complete their research. 4. Make sure that students have completed their Frayer

After teaching the marine mammal lesson, assign students different marine mammals to research.

model worksheets.

5. Ask students to construct a paragraph summarizing what they have learned.

MATERIALS For this activity, you will need the following items: • •

Access to grade-appropriate books/online resources "My Marine Mammal" worksheet

Sea lion Zalophus californianus

6. Have students present what they have learned to the class.

Date

Name

My Marine Mammal Use this worksheet to organize your research on your assigned marine mammal.

Definition

Facts & Examples

Marine Mammal

Illustration

Antonyms (Opposites)

UNDERSTANDING ECHOLOCATION Alabama Course of Study Standards  MA19.K.15  MA19.1.16  MA19.2.16  MA19.3.16  MA19.4.20  MA19.5.2  MA19.6.24  SC15.4.11 National Standards  NS.K–4.1  NS.K–4.3  NS.5–8.1  NS.5–8.3

The classic swimming pool game, Marco Polo, demonstrates our ability to localize sound. With eyes closed we call out “Marco,” then swim toward the direction of someone who says "Polo." This ability is only possible with two ears. Although we can hear with just one ear, we are not able to distinguish the location of its source as well as, or at all, with two ears. A single ear can process the amplitude (loudness) and frequency (pitch) of a sound wave. But, together, both ears can detect sound location through minute differences in timing. If a sound is coming from our right, then the waves arrive at our right ear before the left ear. These very small timing differences, measured in milliseconds, are unconscious to the listener. Some animals, like dolphins, can locate not only sound, but also objects. They navigate by listening to the echoes produced by their own calls, known as echolocation. In certain ways, humans can use echolocation. For example, the visually impaired use canes to walk around, alerting them to any objects in their path. Tapping the cane allows the user to listen to its echoes and sense objects around them, just as dolphins. In this experiment, students will demonstrate how having two ears helps them to locate sounds.

OBJECTIVE By completing this activity, students will: • •

Demonstrate how to locate sounds. Understand the importance of sounds to marine mammals.

MATERIALS For this activity, you will need the following items: • • •

Blindfold Ear plugs Large, quiet room

PROCEDURE To complete this activity, follow these steps:

1. Recruit at least three students to participate. 2. Each student will perform these tasks alone, one by one. 3. Have the students stand in the center of the room, blindfolded.

4. To test their ability to locate sound, move around the room and clap your hands twice. Each time you clap, the student should turn and face the direction from which they believe the sound is coming. Perform this trial six times and record if they are correct or incorrect for each trial.

5. Have the student plug one ear. Repeat the test. 6. Did plugging one ear affect the student’s ability to locate sound?

Name

Date

Echolocation Use this worksheet to record your echolocation experiment findings.

Number of times your guess was correct using two ears: Number of times your guess was incorrect using two ears: Number of times your guess was correct with your ears plugged: Number of times your guess was incorrect with your ears plugged:

Graph your results by coloring in the bar graph below based on your recorded results. If your number was 0, leave that column blank. 6 guesses  5 guesses  4 guesses  3 guesses  2 guesses  1 guess  Correct

Incorrect

Did you have more correct guesses using two ears or one ear? Why do you think that way of hearing is easier than the other?

Plugged Correct

Plugged Incorrect

Gulf of Mexico Orange Beach, Alabama

Gone Gulfin'? The Gulf of Mexico is a large body of salt water connected to the Atlantic Ocean. It stretches from Florida in the east to Texas in the west, and from the states of Alabama, Mississippi and Louisiana in the north down to Mexico in the south. If you have been to the beach in Alabama, you have been to the Gulf of Mexico.

Why we go to the show ALABAMA BODIES OF WATER B – The Underwater Bubble Show takes place in an imaginary underwater ocean world. Oceans are large bodies of salty water that separate the world’s continents. There are five oceans: the Arctic, the Atlantic, the Indian, the Pacific (the largest ocean), and the Southern. Smaller bodies of water can be connected to an ocean. These include bays, seas, straits and gulfs. While each of these smaller bodies of water has distinct traits of their own, like climate, weather and geography, they are generally considered to be a part of the ocean to which they connect. The state of Alabama has a coastline, or seashore, along the Gulf of Mexico, which is part of the Atlantic Ocean. The Gulf of Mexico is divided into seven main areas and has both shallow and very deep waters. The Gulf of Mexico is home to many marine plants and animals. In addition to the Gulf of Mexico, Alabama is crisscrossed and covered by multiple bodies of water. Here are a few of the different types of bodies of water found in Alabama: •

Rivers

•

Channels

•

Lakes

•

Reservoirs

Each of these locations supports a wide variety of wildlife, plant life and human life. Next time you visit one of these places, think about how important it is to the circle of life in our state and beyond.

Rivers A river is a naturally flowing waterway of considerable volume that flows from higher elevations to lower elevations. Rivers are found on every continent in the world. Some are very long, and others are rather short. Alabama has many rivers, including the Alabama, Black Warrior, Cahaba, Chattahoochee, Choctawhatchee, Conecuh, Coosa, Locust, Mobile, Mulberry, Pea, Sepulga, Sipsey, Tallapoosa, Tennessee and Tombigbee. A river’s job is to carry water. It is part of the water cycle. Ocean water evaporates into the air, forming clouds. These clouds collect moisture and move over land where they release it as rain (or snow). This freshwater precipitation feeds the rivers, which then flow back to the ocean. It is an essential part of the life cycle of the earth, as almost all living things require water. The beginning of a river is called its source. A river source can be a lake, melting snow or glaciers, or even a spring. As a river flows, it is fed by precipitation, groundwater and other streams called tributaries. A river and its tributaries are what make up a river system. The end of a river is called its mouth. This is where the river empties into another body of water, which could be a larger river, lake or an ocean. Rivers are very powerful. Over time, the flowing water can change a landscape. As the river flows from its source, gravity gives it considerable strength. Steep river slopes create a faster flowing river. The flow of a river is called its current. The current can move rocks and soil and carry things downstream. Over time, this will create erosion. As the course of the river begins to flatten, it will start to move from side to side, rather than cutting into the riverbed. This movement is called meandering, and the looping bends created are called meanders.

Port of Mobile Mobile, Alabama

Connecting Alabama to the World Alabama's waterways are very important to the state's economy. Just like highways and railways, waterways can provide efficient means for moving goods from one location to another. The Port of Mobile is located along the Mobile River near Mobile Bay, which connects to the Gulf of Mexico. The Port of Mobile is Alabama's only deep-water port and one of the busiest in the country. Its deep channels allow large container ships to move items of all sorts to and from Alabama.

Lake Martin East Alabama

Channels The deepest part of the river is called a channel. Channels are typically found in the middle of a river and have the strongest currents or water flow away from the source. Often, people dig out the bottoms of shallower waterways to create deeper channels so that ships can pass through them. There are large channels, like the English Channel, which lies between England and France and is 348 miles long and 21 miles wide! There are also smaller channels. Alabama has 1,438 miles of crossable channels, which is the most in the United States! Lakes Sometimes river water flows to a place where the land is higher on all sides—here a lake will form. Lakes are larger bodies of water surrounded by land. Where rivers serve to move water from land to the ocean, a lake’s role in the Earth’s water cycle is for storage. Most lakes are freshwater—though there are saltwater lakes, none are located in Alabama. Most lakes are fed and drained by rivers or streams. Reservoirs A reservoir is like a lake but is created by a dam. A dam can be man-made or natural. Dams stop the flow of a river, allowing water to accumulate to form a reservoir. The word reservoir is French in origin and means “to reserve or keep.” So, a reservoir is where freshwater is stored. This water can be released through the dam to provide water to communities and to create power through hydroelectricity. When measured by surface area, these are the 10 largest lakes and reservoirs in Alabama: Guntersville, Wheeler, Eufala, Pickwick, Martin, Weiss, West Point, Smith, Dannelly and Wilson.

Water, Water Everywhere Alabama has more than 132,000 miles of rivers and streams. An estimated 33.5 trillion gallons of drinking water are withdrawn each year from the state's streams, rivers and reservoirs.

Rivers of Alabama

Tennessee Tennessee Mulberry Locust

Sipsey

Coosa

Black Warrior

Tallapoosa

UpperTombigbee Cahaba Lower Tombigbee

Chattahoochee Alabama

Pea Choctawatchee

Mobile

Sepulga

Conecuh

Lakes & Reservoirs of Alabama Guntersville

Eufala

Martin

West Point

Dannelly

Wheeler

Pickwick

Weiss

Smith

Wilson

IDENTIFYING THE RIVERS OF ALABAMA Alabama Course of Study Standards  SC15.2.9  SC15.4.16  SS10.K.8  SS10.K.9  SS10.1.8  SS10.1.8.3  SS10.2.5  SS10.3.2.2  SS10.3.8  SS10.5.1 National Standards  NS.K–4.4  NS.5–8.4  NSS–G.K–12.1  NSS–G.K–12.3

OBJECTIVE

PROCEDURE

By completing this activity, students will:

To complete this activity, follow these steps:

•

Locate the major river systems of Alabama on a map.

•

Identify the importance of these rivers in the settlement of Alabama.

2. Brainstorm about the different materials that they might

•

Identify the ways in which humans can impact rivers.

•

Create their own edible map of Alabama rivers.

MATERIALS For this activity, you will need the following items: • • • • • • • • •

“Rivers of Alabama” handout (page 45) Alabama state outline template (page 47) Large plain sugar cookies Blue icing Green icing Blue Twizzler ropes or other long, string-like blue candy Paper Writing utensils Colored pencils

Explain that the students are going to create their own edible maps of the rivers of Alabama. use to create the rivers.

3. Brainstorm about any other landforms they know in

Alabama that may help make their map more clear (e.g., mountains, lakes, forests, etc.).

4. Brainstorm about different materials that they could use to represent these landforms.

5. Copy and distribute the Alabama state outline template. 6. Allow students to plan what they are going to put on their map through drawing, coloring and labeling the materials they choose for each landform.

If the outline of Alabama is not drawn on the cookies in advance, have students draw the outline first (offer help where needed).

8. Allow students to follow their plans to create their own edible map of the major Alabama rivers.

You can also create and decorate a giant Alabama rivers map as a class on a blank cookie cake or a large sheet cake.

To download our Alabama state outline, CLICK HERE.

What to do after the show Included in this section are some post-performance activities you can share with your students.

After seeing B – The Underwater Bubble Show, guide students in a discussion about the experience.

additional activities

•

Mermaid Tales Have students research a mermaid story from another country or from books, movies or plays that have mermaid-type creatures (e.g., Harry Potter and the Goblet of Fire, The Little Mermaid, Splash, etc.) and report on them. Compare and contrast. Next, have students create a mermaid myth of their own, planning out the story carefully before they begin. Ask them to share their stories with the class. They can illustrate their own stories or have a partner do it.

•

Sea Stories Have students choose another sea creature from the show and find out as much as possible about it using reference books, the internet and other sources. They can then create a fact file on the creature that describes its character/personality (e.g., funny, sad, smart, interesting, etc.) based on what they learned about it. Is it male or female, young or old? Does it have good eyesight? Is it fast, slow, timid or aggressive? Have students give it a personality and a name and draw a picture of their creature and present it to the class.

•

Sign Me a Story Adventure Since there is no talking in this show, the actors have to find other ways to communicate the story. Have the students play a game of charades to communicate with each other without talking. Then, introduce how the hearing impaired communicate using sign language. Explain how sign language, math and music are universal languages. Visit the free link for the “Sign Me A Story” adventure series. Here, students can view animated characters and pop-up videos for easy learning of signs, while also learning that it is okay to be different.

•

Eight Things About Sharks Have students brainstorm ideas and questions about sharks. Encourage them to do research to answer any questions they have. Have each student or group of students create a storyboard for a video documentary about sharks. Each student or group should fold a large sheet of paper into eight parts and illustrate or write eight of the important ideas about sharks they would want to show. Students should write captions for all drawings and share with the class.