Group items tagged

This could easily be adapted to round to any place value.  Could also be done in the gym on a rainy day.

K.OA.1 "Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations." K.OA.2 "Solve addition and subtraction word problems, and add and subtract within (e.g., by using objects or drawings to represent the problem)." 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).K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g., by using objects or drawings), and record the answer with a drawing or equation."

Great activities for a winter theme unit!

These activities can be used as sensory counting activities for special needs students.

"K.MD.3" Classify objects into given categories; count the numbers of objects in each category and sort thecategories by count.3

Easy activity to put into math tubs and provides a sensory counting experience for students!

This could also be applied by using different shapes...much like the attribute blocks that they would have to make patterns of by knowing the attributes of the shapes.

Sticky Note: This would be a great beginning activity to describe the 3 states of matter. Also could be manipulated to be turned into a math activity where students = different fraction lengths (12 kids =1 whole...what would 6 kids equal, etc.)

Extensions: Connect Life Science with LA - Write predictions and observations in an Ant Observation Journal. Adaptations: ESL & Special Ed Students can draw pictures in their journal to show their knowledge.  A movie on the topic could be provided to extend knowledge after journals are complete to assess accuracy of predictions.  Gifted students can predict what the ants will need for their habitat/survival.

Make sure to add taking measurements in metric units to this activity in order to fully meet the standard.  This unit could be connected to a social studies unit on the plants that are important to the local community and humans in general.

The number of different properties that the teacher requires the students to observe can greatly affect the difficulty of this assignment.  That offers a great opportunity for differentiation.  This would probably be best as a long activity during a detailed unit.

2.3.1 Observe closely over a period of time and then record in pictures and words the changes in plants and animals throughout their life cycles-including details of their body plan, structure and timing of growth, reproduction and death. Differentiation: Have ELL students keep a picture journal of drawings of their compost 2 times a week.  Observe the changes over time.

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

1.1.2 Characterize materials as solid or liquid, investigate their properties, record observations and explain the choices to others based on evidence (i.e., physical properties) 1.1.3 Experiment with simple methods for separating solids and liquids based on their physical properties. Differentiation: For gifted students, have them melt a solid in different ways (microwave, oven, stovetop, heat from sun).  Ask them to predict which will melt the fastest and then record their observations

5.4.1 Investigate technologies that mimic human or animal musculoskeletal systems in order to meet a need.5.4.2 Investigate the purpose of prototypes and models when designing a solution to a problem and how limitations in cost and design features might affect their construction.5.4.3 Design solutions to problems in the context of musculoskeletal body systems. Using suitable tools, techniques and materials, draw or build a prototype or model of a proposed design. Differentiation: For ELL and special education students; Create the model hand with the class as they create it.  Go step by step and do the process with them so they can watch you and hear the directions you are giving.

2.1.3. Predict and experiment with methods (e.g. sieving, evaporation) to separate solids and liquids based on their physical properties.2.1.4 Observe, sketch, demonstrate and compare how objects can move in different ways (e.g., straight, zig-zag, back-and-forth, rolling, fast and slow).2.1.5 Describe the position or motion of an object relative to a point of reference (e.g., background, another object).2.1.6 Observe, demonstrate, sketch and compare how applied force (i.e., push or pull) changes the motion of objects. Differentiation: Instead of writing out a hypothesis, have special education students draw the designs or what they predict will happen to the salt when they swing their pendulum.

1.1.2 Characterize materials as solid or liquid, investigate their properties, record observations and explain the choices to others based on evidence (i.e., physical properties). 1.1.3  Experiment with simple methods for separating solids and liquids based on their physical properties. Differentiation: Gifted students could do extended research on how people used to make butter in the pioneer days.  Have them note what was similar to how they made butter, and what was different.

This would also be easy to use with a multiplication activities in the introduction to division because you can look at division from the reverse and then because students should be familiar with multiplication the basis for division will become easier to manage.