Group items tagged

5.3.1 Observe and classify common Indiana organisms as producers, consumers, decomposers, predator and prey based on their relationships and interactions with other organisms in their ecosystem. I would use parts A and C as descriptions of the project and disregard part B. Sticky Note: Grades 2-5 all have portions of Life Sciences devoted to ecosystems and this project could be easily manipulated to focus on different aspects of an ecosystem. I would give specific guidelines in some cases, especially for younger grades, but it would be great to allow older students to have time to brainstorm the kind of ecosystem they wanted to complete and allow them to go through the research process to create a good replica of that ecosystem.

SO excited to find this!  For all third grade teachers, this complete program provides content and activities for third grade science standards.  (Animal behavior, adaptive behaviors).  

1.3.4 Describe how animals' habitats, including plants, meet their needs for food, water, shelter and an environment in which they can live. 1.3.5 Observe and describe ways in which animals and plants depend on one another for survival. 1.3.2 Observe organisms closely over a period of time in different habitats such as terrariums, aquariums, lawns and trees. Draw and write about observations. 1.4.3 Construct a simple shelter for an animal with natural and human-made materials.

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawings), and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Sticky Note: This could easily be used for higher grade levels by changing the problems to harder equations in addition or subtraction, it would still probably only be useful for lower grades.

This activity addresses the third grade Physical Science standards 3.1.1, 3.1.2, and 3.1.3.  It meets the core standard of Observe and describe how sound is produced by vibrations. I like this activity because it allows students to choose where their journey will take them.  Internet access is a requirement.  I do not think this activity would be as dynamic if it were adapted to be just a listening activity.   ELL's could use the internet to "travel" and investigate sound in their native language.  High ability learners could create an atlas to go with their journals.

Children classify and sort objects found outdoors into a chart/graph on the sidewalk. This chart or graph can be written with sidewalk chalk. The categories can be predetermined by the teacher, or the students can come up with the categories.

4.NS.5 Use measurement skills and apply appropriate units when collecting data. Sticky Note: This would be great to add to a fourth grade social studies unit to make a topo map of the state of Indiana which includes information pertinent to the Indiana social studies unit.

K.1.1. Use all senses as appropriate to observe, sort and describe objects according to their composition and physical properties, such as size, color and shape. Explain these choices to others and generate questions about the objects. Sticky Note: I choose a kindergarten standard for this because it could be easily manipulated to fit this standard. They could be grouping these based on how high they bounce. It could also be used with higher grade levels with math and doing measuring, graphs and data (range, mean, median, mode, etc).

Students can grow narcissus bulbs in the classroom, or at home! The students can then make observations or draw pictures about how the flower looks each day. Draw conclusions once the flowers are fully bloomed about how they grew!

3.2.6 Describe how the properties of earth materials make them useful to humans in different ways. Describe ways that humans have altered these resources to meet their needs for survival. Sticky Note: This would also be a great activity to attach to fractions because you have to be able to understand fractions to put the ingredients in the correct places. It could also be used in younger grades where groups are making one together or the class creates one together and discusses our responsibilities to keep the earth clean.

Fun game to work on addition, but can also be changed to work on multiplication for other grade levels. 

Students create pictures using geometric shapes, they then will write down the shapes that they used. This puts puts math together with art.

CCS:3.G.1 Great for learning the name of shapes. You can also incorporae following directions if you give tem steps to follow in making their creatures. You can also allow the stdents to be the leader in giving out directions to make the creatures.

A pair of students work together for this symmetry activity. The students sit across from one another, with playing cards dealt for each student. A ruler or other dividing line separates one student's side from the other. One player starts as the leader, and places one of their cards down on the table. The player on the other side of the line follows the leader in an attempt to match the first player's moves perfectly on their side of the divider.

5.DP.2-4: Brainstorm potential solutions. Document the design throughout the entire design process. Select a solution to the need or problem. Omit the scoring, extend the time frame so that each group gets 15 minutes to brainstorm their solution and 20 minutes to build/test their structure Sticky Note: This could be used for graphing if students had to test their structures multiple times, create a graph and find the average. Then could create a class graph of each group's averages. Could also be manipulated for younger students by changing the amount of materials.

This site doesn't provide specific activities; however, I would design earth science activities to assist kids in researching this park, and the surround area.  We would discuss how and why the area has these deposits, the history of the area, and how to go about finding diamonds and other cool rocks.   Extension activity:  Order bags of dirt from Crater of Diamonds park and have the kids sift through to find and identify various rocks and minerals.   Standards: 3.2.1:  Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. 3.2.2:  Observe the detailed characteristics of rocks and minerals.  Identify rocks as being composed of different combinations of minerals. 3.2.3:  Classify and identify minerals by their physical properties of hardness, color, luster, and streak.  

CCS: 1.OA.3 This game has plenty of manipulatives in it to keep the kids interested. You can make it a little more difficult by using subtraction as well. I am a big fan of games that incorporates some kind of competition. I think causes more concentration.

2.DP.4-6: Select a solution to the need or problem. Select the materials to develop a solution. Create the solution. Do not use the scoring, just the activity. I would extend time frame to twenty minutes: 10 to brainstorm solutions and 10 to complete their structure Sticky Note: This would be easy to manipulate for younger students by changing it from a cantilever structure to creating the highest structure with a certain number of materials. It could also be manipulated for older students by changing the materials to less obvious choices.

ok I started playing the sugar sugar game and couldn't stop! This would be a GREAT center game for teaching logical thinking and geometry!

Spell "geometry" correctly in your tag for this game so it will be easier to locate in the future. Thanks!

VERY cool Earth Science/Space crossover project.  Students can send in a rock from their area, and NASA will use a special tool (like the one on the Mars Exploration Rovers) to tell you what it's made of.  Students could compare rocks on Earth to the rocks found on Mars.   Class can view and print various rock pictures from this website and create their own rock book, differentiating by ability.  (could be categorized by color, composition, geographic location, etc.)  It can be expanded as needed.  Kindergarten example would be to create a journal entitled "My Rock Collection."  They would find pictures of rocks that are blue, red, yellow, green, purple, etc and categorize them.  

Expressing money in different ways - 2nd Grade (dollar, quarters, dimes, nickels, pennies) Materials: bags of play money that have an equal amount for each student, paper, and pencils for each student book: Alexander, Who Used to Be Rich Last Sunday Objective: after reviewing the names of coins and bills and how much they are worth, grade 2 students will listen to a book read to them by their teacher and express the amount of money stated with their manipulative of play money and show different ways to express that amount of money.  (i.e. 10=10=5=25)