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Put students with partners who can help one another with the activity. For students who may struggle, have video of the experiment for them to observe if they are struggling with instructions. 

The Design ProcessAs citizens of the constructed world, students will participate in the design process.  Students will learn to use materials and tools safely and employ the basic principles of the engineering design process in order to find solutions to problems.3.4.2

2.2.1 "Observe, describe and measure ways in which the properties of a sample of water (including volume) change or stay the same as the water is heated and cooled and then transformed into different states." This activity can be modified for ELL students by having them record drawings during each observation, rather than writing the words for their observations. This would be a great activity for drawing, because each state looks so much different than the others (solid, liquid, and gas). This activity can be adjusted for older grades by having the students do the same activity with predictions at the beginning of the experiment about what they believe will happen. These students could also make other predictions about other types of matter that would react in the same way the juice ice did. For further exploration, these students could then test their hypothesis regarding other objects and their state of matter.

2.1.1. "Observe, describe and measure ways in which the properties of a sample of water (including volume) change or stay the same as the water is heated and cooled and then transformed into different states."

This activity can be used as a cross-curricular activity as well; the teacher can require the students to use a certain number of adjectives to describe the states of the water.

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."

There are a ton of resources for extension activities with this unit on this site. This is a hands-on approach to rock and mineral exploration.

For a an extension to this activity students could drop the ball from three predetermined heights, record the height of the first bounce, and then predict the height of the first bounce for a fourth starting height.

This experiment can lead nicely into a social studies unit about the importance of water to human communities.  It could also be used as a starting point for a discussion of how scarcity affects price.

While this activity does not cover a specific standard it does meet the requirement of teaching the design process.  Make sure that students must design, test, and revise their design to make the activity authentic.  A race would be a great final activity.  Assessment could come from an oral presentation on what they did and why or a visual presentation, such as a poster.

SC.2.3.7 2000Investigate and observe that the way to change how something is moving is to give it a push or a pull.

1.3.1. "Classify living organisms according to variations in specific physical features (e.g., body coverings, appendages) and describe how those features may provide an advantage for survival in different environments." This activity can be modified for ELL students by having them draw pictures of the bugs they find, rather than writing words or numbers. This can also be adjusted for older groups by having them classify animals they see, which could include mammals, insects, fish, etc. They could also describe many other characteristics, such as the types of food these animals or insects eat.